Improvisation

In this first improvisation lesson, students will work with the definitions of the key vocabulary terms by adding their own offers to improvised exercises and accepting and building on peer offers. Students will also give written and verbal peer feedback on the first row (ACCEPTING AND BUILDING ON OFFERS) row of the Improvisation Rubric, using language such as “improvisation” and “offers.”

Students explore Characterization and One Focus by participating in activities and playing Ding, Emotional Waiter and Party Quirks.

This lesson allows students to practice and apply attributes of confidence.

In this lesson, we’ll look at multiple perspectives that can lead to a conflict. In pairs, students will improvise a short scene in which each character has an objective that conflicts with the other character’s objective.

Students explore the importance and types of conflict as well as the importance of telling a complete story. Students will demonstrate their understanding of the rules of improvisation through their final performance in Freeze as well as a written quiz.

Improvising in pairs is an excellent training ground to improve listening and cooperation skills, and to practice exploring character and conflict. Students will read and respond to a Duet Improv introduction sheet, then apply their knowledge
through pairs Improv exercises and reflect on the experience.

This lesson encourages students to embrace failure as a positive aspect rather than negative.

In this lesson, students will use a variety of methods they’ve learned so far during this unit to communicate meaning in a scene: setting, pantomime, relationship clues, objectives, stakes, and tactics. Students will complete a Rehearsal Checklist.

Students are introduced to Guideline 1 “Accept the Offer” and apply their knowledge through a warm-up and improv exercise.

Students are introduced to Guideline 2 “Make Choices/Bring Information to a Scene” and apply their knowledge through a warm-up and improv exercise.

Students are introduced to Guideline 3 “Take the Active Choice” and apply their knowledge through a warm-up and improv exercise.

Students are introduced to Guideline 4 “Make Your Partner Look Good” and apply their knowledge through warm-up and improv exercises.

Students are introduced to Guideline 5 “Relax, Have fun, and Don’t Force the Humor” and apply their knowledge through warm-up and improv exercises.

In this lesson, we’ll look at multiple perspectives that can lead to a conflict. Students will take an objectives quiz to demonstrate their understanding of objectives, conflict, and stakes. This could be graded as a daily work grade or an assessment, and will give you a snapshot of students’ current understanding.

Students will demonstrate ability to develop a character by participating in various improvisation exercises.

In this final lesson for this unit, students will participate in the improv game Hitchhiker as part of a peer and teacher assessment on the Improvisation Rubric.

Students will demonstrate sensory awareness by improvising an everyday activity while paying attention to as many sensory details as possible.

Students will demonstrate ability to improvise movement by participating in a various activities.

Students will demonstrate ability to respond vocally by participating in various improvisation activities.

Students will demonstrate ability to use voice, body, and imagination/mind together by planning and performing an improvised scene.

This is a three lesson plan unit on introducing Improvisation.
Part One: Introduction to Improv
Students will understand what improvisation is and how to use the following rules: Trust Yourself and Accept all Offers.
Part Two: Characterization & One Focus
Students explore Characterization and One Focus by participating in activities and playing Ding, Emotional Waiter and Party Quirks.
Part Three: Conflict and Tell a Complete Story
Students will understand what conflict is and how to create it. Students will also understand how to use conflict to tell an improvised story with a beginning, middle and end.
Students will demonstrate their understanding of the rules of improvisation through their final performance in Freeze as well as a written quiz.

Newcomers to improvisation often struggle with quick verbal responses. They get caught up with self-editing, self-judgement, and self-censorship and feel they’re failing at the exercise if they’re not fast enough. The gibberish tool allows students to practice the act of response with intention without the pressure of real words. It gives them confidence to participate in an improvised scene.
Students will create a gibberish language as a group. Focus on making gibberish a language. “Yes, it sounds silly, but treat gibberish as a language.” The words don’t matter. How you say them does. Students will move to small group conversations, and finally improv scenes.

Includes a list of scenarios, reflection, and assessment rubric.

Characters have a lot of value in empowering your students’ improv. In this lesson, students will start to explore character in improv with the warm up game “Character Walkabout” and the improv game “Hitchhiker.”

Students will learn the Rashomon plot device and put it into practice through improvised character monologues.

Includes scenario sheet, assignment sheet, and assessment rubric.

Students will demonstrate an understanding of improv guidelines by using them in an exercise. This is an introductory improv lesson that is designed to build upon the actors’ tools in future lessons.

In this sixth improvisation lesson, students will practice in partners quick thinking, improv, and enunciation in performance. Afterward, students will give verbal feedback on the Improvisation Rubric and the ENUNCIATION section of the Vocal Clarity Rubric.

In this fifth improvisation lesson, students will learn the definition of “projection.” With partners, they will practice quick thinking, improv, and volume in performance. Afterward, students will give verbal feedback on the Improvisation Rubric and the VOLUME section of the Vocal Clarity Rubric.

Students explore how to trust themselves and work with others in improvisation through activities as well as playing games - Story Game, What are you doing?, and Press Conference.

Improvisation is a great tool for storytelling and getting important concepts across to all students including struggling readers and writers. In this lesson, you’ll use the improv game “Scene Redux” to help strengthen the students’ understanding of main idea and detail as it relates to storytelling.

In this lesson, students will use a variety of methods they’ve learned so far during this unit to communicate meaning in a scene: setting, pantomime, relationship clues, objectives, stakes, and tactics. Students will complete a Rehearsal Checklist.

In this fourth improvisation lesson, students will participate in a mock improv assessment in small groups. They will also give partners written feedback on the entire Improvisation Rubric. Students will learn the exercise that will be used for their final improv assessment.

This lesson has students identify and have self-awareness of positive and negative speak.

7 posters for the drama classroom, designed to support the objectives of the building improvised scenes unit.

8 posters for the drama classroom, to support the objectives of the Improvisation Basics unit.

In this lesson, students will use a variety of methods they’ve learned so far during this unit to communicate meaning in a scene: setting, pantomime, relationship clues, objectives, stakes, and tactics. Students will complete a Rehearsal Checklist.

In this second improvisation lesson, students will practice accepting offers, building on offers, and thinking quickly in improvisation exercises. Students will also give written and verbal peer feedback on the second row (QUICK THINKING) of the Improvisation Rubric, using language from the Rubric.

In this lesson, students will use a variety of methods they’ve learned so far during this unit to communicate meaning in a scene: setting, pantomime, relationship clues, objectives, stakes, and tactics. Students will complete a Rehearsal Checklist.

In this lesson we’ll look at how verbal and nonverbal clues communicate relationship to an audience. Students will improvise a short scene in pairs that shows a clear relationship between two characters using clue words and body language/expressions.

In this seventh lesson, students will practice their skills for the Lesson 8 test using a tongue twister (from Gilbert and Sullivan) as well as the improv game. Students will self-assess, and give/receive peer feedback.

This lesson aims to encourage students to take risks and allay fear.

In this lesson, students will use a variety of methods they’ve learned so far to communicate meaning in a scene: setting, pantomime, relationship clues, objectives, stakes, and tactics. Students will complete a Brainstorm Sheet to plan out their partner scene for assessment.

In this lesson, students will use a variety of methods they’ve learned so far during this unit to communicate meaning in a scene: setting, pantomime, relationship clues, objectives, stakes, and tactics. Students will perform their final partner scene in front of the class for assessment. They will also complete an Audience Feedback Sheet in which they give their peers feedback on Rubric skills.

In this lesson, we’ll look at how we use physical clues to help the audience infer a specific setting for a scene. Students will improvise a short, silent, pantomimed scene in small groups that shows a clear setting – using gestures and movements only.

In this third improvisation lesson, students will practice accepting offers, building on offers, thinking quickly and giving STRONG OFFERS in improvisation exercises. Students will also give written and verbal peer feedback using language from the Improvisation Rubric.

In this lesson, we’ll look at multiple perspectives that can lead to a conflict and strategies employed to resolve it. Students will improvise a scene using 2+ tactics in partner groups. Some groups will perform for the class and receiving coaching and feedback on the Tactics Rubric.

The final project will allow students to demonstrate their improv skills in a two-person scene.

Students will evaluate the value of improvisation in musical theatre by writing a five-paragraph essay.