“Yes, and…” is the guiding principle behind all improv. This course will teach you how to teach improv, and more importantly how to give feedback to your students. The course looks at making strong offers and also using gibberish to ironically improv communication skills. You will also see how feelings can safely be used to add flavour and get laughs in our scenes.

Jennine Profeta, Second City performer and theatre educator, leads this course with a clear methodology for teaching and giving positive nurturing feedback. This course will give you all the tools and the insight you need to teach improv with confidence.

Course Summary

Standards Addressed

10 Modules
2 hours, 10 minutes
4 Credit Hours

improv acting

Course Outline

Lesson 0: Introduction 6:39
FREE PREVIEW
Lesson 1: Yes, And...! 13:52
FREE PREVIEW
Lesson 2: Telling Stories 13:38
Lesson 3: Strong Offers and Character 15:42
Lesson 4: Environment and Object Work 13:28
Lesson 5: Gibberish 14:06
Lesson 6: Emotional Work 19:31
Lesson 7: Questions 11:19
Lesson 8: Intro to Scene Work 16:36
Lesson 9: Wrap-up 5:56

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Standards Addressed

National Core Arts Standards


Select, analyze, and interpret artistic work for presentation - Grade 6

TH:Pr4.1.6.b - Experiment with various physical choices to communicate character in a drama/theatre work.

Select, analyze, and interpret artistic work for presentation - Grade 7

TH:Pr4.1.7.b - Use various character objectives in a drama/theatre work.

Develop and refine artistic techniques and work for presentation - Grade 6

TH:Pr5.1.6.a - Recognize how acting exercises and techniques can be applied to a drama/theatre work.

Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade 6

TH:Cr3.1.6.b - Identify effective physical and vocal traits of characters in an improvised or scripted drama/theatre work.

California VAPA Standards (2019)


6.TH:Pr4 Select, analyze, and interpret artistic work for presentation.

6.TH:Pr4.b - Experiment with various physical choices to communicate character in a drama/theatre work.

7.TH:Pr4 Select, analyze, and interpret artistic work for presentation.

7.TH:Pr4.b - Use various character objectives in a drama/theatre work.

6.TH:Pr5 Develop and refine artistic techniques and work for presentation.

6.TH:Pr5.a - Recognize how acting exercises and techniques can be applied to a drama/theatre work.

Georgia Performance Standards 2017 - Theatre Arts


Tennessee Theatre Curriculum Standards

Tennessee Theatre standards (2018) standards were built using the framework of the NCAS which is built on four key domains: Creating, Performing/Presenting/Producing, Connecting, and Responding. Within each of these domains are foundations and standards to support the development of curriculum, programs, and learning.
(source: Tennessee Department of Education, Tennessee Academic Standards for Fine Arts, Summer 2018)

Please refer to National Core Arts Standards to determine the standard that best suits your needs.

Alberta, Canada


Improvisation Drama 10

1 - use warmup techniques for preparation of body, voice and mind

10 - demonstrate appropriate rehearsal methods

11 - apply the essential elements of a story: character, setting, conflict, climax and plot in planned and unplanned scenes

12 - create, relate and polish a story

13 - communicate meaning without words

14 - discover how various emotions affect one vocally and physically

15 - initiate a dramatic situation in response to a given stimulus

16 - make logical choices spontaneously within the boundaries of situation and character

17 - demonstrate the ability to accept, advance, offer or block thought and action, quickly and effectively

18 - extend the illusion of the onstage environment by creating an offstage reality

19 - demonstrate techniques for creating effective entrances and exits, consistent with character

2 - demonstrate the ability to be still

20 - critique the work of self and others through observation and expression of specific detail

21 - demonstrate techniques for communicating the “illusion of the first time” within a planned situation

22 - distinguish between performer and character

23 - use varied stimuli for character development

24 - select and use vocal techniques appropriate to a character

25 - select and use language appropriate to character and situation

26 - use body language to add physical dimensions and depth to a character

27 - demonstrate economy in movement and speech by making appropriate selections

28 - demonstrate how attitude, and change in attitude, affects a character

29 - demonstrate understanding of and apply the concept of status

3 - maintain concentration during exercises

30 - demonstrate understanding of and apply the concepts of a character’s objectives and motivation

31 - demonstrate the ability to focus on, and achieve, the objective of a scene

32 - sustain a character throughout a scene or exercise

4 - demonstrate heightened sensory awareness

5 - create experiences through imaging, visualizing and fantasizing

6 - demonstrate thinking in a divergent mode

7 - examine and express feelings

8 - tell a story spontaneously

9 - use appropriate stage directions

Movement Level III - Advanced

27 - create and sustain mood through movement

British Columbia (2018)


GRADE 8 - ARTS - Communicating and documenting

Take creative risks to express feelings, ideas, and experiences

GRADE 9 - DRAMA - Reasoning and reflecting

Receive, offer, and apply constructive feedback

GRADE 10 - DRAMA - Reason and reflect

Apply feedback to develop and refine ideas

GRADE 10 - DRAMA - Connect and expand

Demonstrate respect for self, others, and the audience

GRADE 11 - DRAMA - Connect and expand

Demonstrate awareness of self, others, and audience

GRADE 12 - DRAMA - Connect and expand

Demonstrate respect for self, others, and audience

Ontario, Canada