Created by Anna Porter
Improv is a fantastic method to engage your students; this 3 lesson mini unit is a great way to introduce improvisation.
This unit focuses on learning the rules of Improv, trying games to build improvisation skills, and developing conflict and story line.Through the three lesson series, students will use journals, participate in class discussions, learn six different improv games, and perform for their peers.
Assessment tools include both informal assessment as well as a formal quiz that’s included in the unit.
National Core Arts Standards
Select, analyze, and interpret artistic work for presentation - Grade HS Proficient
Generate and conceptualize artistic ideas and work - High School Accomplished
Develop and refine artistic techniques and work for presentation - Grade HS Proficient
Organize and develop artistic ideas and work - Grade HS Accomplished
Organize and develop artistic ideas and work - Grade HS Advanced
Develop and refine artistic techniques and work for presentation - Grade HS Advanced
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade HS Proficient
Convey meaning through the presentation of artistic work - Grade HS Accomplished
Speaking and Listening
CCSS.ELA-LITERACY.CCRA.SL.1 - Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
California VAPA Standards (2019)
Prof.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
Acc.TH:Cr1 Generate and conceptualize artistic ideas and work.
Prof.TH:Pr5 Develop and refine artistic techniques and work for presentation.
Acc.TH:Cr2 Organize and develop artistic ideas and work.
Adv.TH:Cr2 Organize and develop artistic ideas and work.
Adv.TH:Pr5 Develop and refine artistic techniques and work for presentation.
Prof.TH:Cr3 Refine and complete artistic work.
Acc.TH:Pr6 Convey meaning through the presentation of artistic work.
Florida Sunshine State Standards
Critical Thinking & Reflection
Innovation, Technology & the Future
Skills, Techniques & Processes
North Carolina Essential Standards
Beginning High School Standards - Communication
Beginning High School Standards - Culture
Texas Essential Knowledge and Skills for Theatre Arts
MS 117.212 LII - Foundations: Inquiry and Understanding
HS 117.315 LI - Foundations: Inquiry and Understanding
HS 117.315 LI - Creative Expression: performance
HS 117.315 LI - Historical and cultural relevance
HS 117.315 LI - Critical evaluation and response
HS 117.317 LIII - Creative Expression: production
Improvisation Drama 10
Junior Goal II Objectives
Improvisation/Acting Level I - Beginning
Improvisation/Acting Level II - Intermediate
Junior Goal I Objectives
Senior Goal I Objectives
Senior Goal II Objectives
British Columbia (2018)
GRADE 6 - ARTS - Exploring and creating
GRADE 6 - ARTS - Reasoning and reflecting
GRADE 6 - ARTS - Communicating and documenting
GRADE 7 - ARTS - Communicating and documenting
GRADE 8 - ARTS - Exploring and creating
GRADE 8 - ARTS - Reasoning and reflecting
GRADE 8 - ARTS - Communicating and documenting
GRADE 9 - DRAMA - Exploring and creating
GRADE 9 - DRAMA - Reasoning and reflecting
GRADE 9 - DRAMA - Connecting and expanding
GRADE 10 - DRAMA - Explore and Create
GRADE 10 - DRAMA - Reason and reflect
GRADE 10 - DRAMA - Connect and expand
GRADE 11 - DRAMA - Explore and Create
GRADE 11 - DRAMA - Reason and reflect
GRADE 11 - DRAMA - Connect and expand
GRADE 12 - DRAMA - Explore and Create
GRADE 12 - DRAMA - Reason and reflect
GRADE 12 - DRAMA - Connect and expand
Grades 9 & 10 - Foundations - Responsible Practices
C.3.2 - identify and apply the skills and attitudes needed to perform various tasks and responsibilities in producing drama works (e.g., use active listening and cooperative problem-solving skills; practise punctuality; use tact in suggesting changes and improvements; demonstrate willingness to accept criticism and build consensus)
C.3.3 - demonstrate an understanding of theatre and audience etiquette, in both classroom and formal performance contexts (e.g., as a performer: show willingness to take direction and behave appropriately towards other actors; as a viewer: demonstrate respect for performers and other audience members by paying attention, not interrupting or talking, and applauding when appropriate)
Grades 9 & 10 - Reflecting, Responding and Analyzing - Connections Beyond the Classroom
B.3.1 - identify and describe skills, attitudes, and strategies they used in collaborative drama activities (e.g., brainstorming, active listening, and cooperative problem-solving skills; strategies for sharing responsibility through collaborative team roles)
B.3.2 - identify skills they have developed through drama activities and explain how they can be useful in work and other social contexts (e.g., explain in a journal how their brainstorming and negotiation skills support teamwork in a variety of contexts)
Grades 9 & 10 - Reflecting, Responding and Analyzing - Drama and Society
B.2.2 - explain how dramatic exploration helps develop awareness of different roles and identities people have in society (e.g., explain what they learned through role playing characters from different socio-economic groups)
Grades 9 & 10 - Creating and Presenting - Presentation Techniques & Technologies
A.3.2 - use a variety of voice and movement techniques to support the creation of character or atmosphere during rehearsal (e.g., use voice and movement to suggest an airport, circus, or factory environment)
Grades 9 & 10 - Creating and Presenting - The Creative Process
A.1.3 - use role play and characterization to explore personal and social issues (e.g., with a partner, create or assume a role that explores an issue such as bullying; create a scenario that reveals details about a character’s motivation)
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