Students sharpen their listening and reaction skills through improv games, exercises, and scenes. They will learn 5 specific guidelines to apply to their improvisation: accept the offer, bring information to the scene, make active choices, make your partner look good, and don’t force the humour.
There are so many different ways to approach a unit on improvisation. Keep in mind that you will have students who are really excited about this unit and some students who dread it. It’s best to start with low risk games and exercises and then build up to higher risk ones. Low risk games in this situation mean partnered interactions that aren’t shared with the whole class. Teachers can also refer to the Pacing Guide for more details and ways to supplement with other DTA materials.
The unit culminates in a short improv performance. A rubric is included for the performance as long as journal prompts and exit slips.
Students sharpen their listening and reaction skills through improv games, exercises, and scenes. They will learn 5 specific guidelines to apply to their improvisation: accept the offer,
bring information to the scene, make active choices, make your partner look good, and don’t force the humour.
Students apply this guidelines through the games “Yes and…” “Yes Let’s,” and Low Risk Experts.
Students learn the word “endow” and apply the concept through the exercise Low Risk Endowment.
Students discuss what it means to take the active choice and apply the concept in Quiet Scenes.
Students apply this guideline through the games Cars, Vans, Buses, Blocking on Purpose, Questions Only and Here Comes Charley.
Students discuss what it means to not “force” the humour. They play all the games from the unit in a high risk setting, as volunteers in front of the class.
The final project will allow the students to demonstrate their improv skills in a 2-person scene. A rubric and final reflection is included.
TH:Pr5.1.6.a - Recognize how acting exercises and techniques can be applied to a drama/theatre work.
TH:Re9.1.6.a - Use supporting evidence and criteria to evaluate
TH:Re9.1.HSII.c - Verify how a drama/theatre work communicates for a specific purpose and audience.
6.TH:Pr5.a - Recognize how acting exercises and techniques can be applied to a drama/theatre work.
Acc.TH:Cr2.b - Cooperate as a creative team to make interpretive choices for a drama/theatre work.
6.TH:Cr3.b - Identify effective physical and vocal traits of characters in a drama/theatre work.
6.TH.Re9.a - Use supporting evidence and criteria to evaluate drama/theatre work.
Acc.TH.Re9.b - Justify how a drama/theatre work communicates for a specific purpose and audience.
C.1.D - develop an understanding of the mechanisms of vocal production.
C.1.E - identify theatrical vocabulary and terminology, including basic anatomy of theatre spaces.
C.5.A - identify and apply audience etiquette at all performances.
B.1.D - develop an increased understanding of the mechanisms of vocal production.
B.1.E - demonstrate knowledge of theatrical vocabulary and terminology.
B.2.C - select movements and dialogue to portray a character appropriately.
B.2.E - apply knowledge of effective voice and diction techniques to express thoughts and feelings.
B.2.G - create improvised scenes that include setting, character, and plot.
B.5.A - understand and demonstrate appropriate audience etiquette at various types of performances.
B.1.B - explore preparation and warm-up techniques.
B.1.C - create expressive movement and mime to define space and characters.
B.1.D - demonstrate an increased understanding of the mechanisms of vocal production.
B.1.E - apply knowledge of theatrical vocabulary and terminology.
B.2.A - demonstrate safe use of the voice and body.
B.2.B - portray characters through familiar movements and dialogue.
B.2.D - express thoughts and feelings using effective voice and diction.
C.1.D - develop and practice effective voice and diction to express thoughts and feelings.
C.2.A - demonstrate safe use of the voice and body.
C.2.C - employ effective voice and diction to express thoughts and feelings.
C.5.C - offer and receive constructive criticism of peer performances.
C.5.C - offer and receive constructive criticism of peer performances.
C.1.A - apply theatre preparation and warm-up techniques effectively.
C.2.A - employ safe, appropriate techniques to allow for physical, vocal, and emotional expression.
C.2.A - model safe, appropriate techniques to allow for physical, vocal, and emotional expression.
C.2.B - demonstrate creativity as it relates to self and ensemble and its effect on audience.
C.2.E - create individually or devise collaboratively imaginative scripts and scenarios.
1 - use warmup techniques for preparation of body, voice and mind
15 - initiate a dramatic situation in response to a given stimulus
16 - make logical choices spontaneously within the boundaries of situation and character
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
3 - maintain concentration during exercises
communicate through use of voice and body
demonstrate a willingness to take calculated and reasonable risks
demonstrate trust by becoming comfortable, physically and emotionally, with others
focus concentration on one task at a time
generate imaginative and creative solutions to problems
offer and accept constructive criticism, given specific guidelines, with a desire to improve
recognize the purposes of and participate in warmup activities
respond to directions without breaking concentration-side coaching
share ideas confidently with others
show awareness of story sequence
speak, move, and generate ideas spontaneously
9 - use volume, articulation and projection to achieve clarity
16 - use movement and gesture to clarify and enhance speech and character
1 - use warm-up techniques for preparation of body, voice and mind
10 - use essential story elements in spontaneous and planned scenes
11 - create a dramatic situation in response to varied stimuli: objects, pictures, music
12 - make logical choices within the boundaries of situation and character
2 - respond to directions without breaking concentration-side coaching
5 - create and tell a story spontaneously
7 - use stage vocabulary: stage areas, body positions and crosses
8 - demonstrate appropriate rehearsal behaviours and routines
9 - communicate a clear beginning, middle and end in spontaneous and planned scenes
13 - recognize the techniques of offering, accepting, advancing and blocking
14 - use varied stimuli for character development
15 - use the body and body language to enhance characterization
17 - select and use language appropriate to a given character and situation
18 - use voice variety to enhance a character
20 - enter and exit in character
21 - sustain a character throughout an exercise or scene
22 - create business appropriate to character and situation
24 - recognize that relationships exist between characters in given situations
25 - demonstrate understanding of focus and the processes of sharing, giving and taking
develop a sense of responsibility and commitment
develop the ability to initiate, organize and present a project within a given set of guidelines
develop the ability to interact effectively and constructively in a group process
develop the ability to offer and accept constructive criticism
develop the willingness to make a decision, act upon it and accept the results
explore and develop physical and vocal capabilities
apply imaginative and creative thought to problem-solving situations
demonstrate a sense of inquiry and commitment, individually and to the group
demonstrate a sense of responsibility and commitment, individually and to the group
demonstrate respect for others-their rights, ideas, abilities and differences
demonstrate the ability to considered decisions, act upon them and accept the results
demonstrate the ability to offer, accept, and reflect upon, constructive criticism
develop a positive and realistic self-image
concentrate on the task at hand
demonstrate self-discipline, self-direction and a sense of responsibility
demonstrate trust by becoming comfortable with others, physically and emotionally
display consideration and respect for self and others
make effective decisions or choices
offer and accept constructive criticism with a desire to progress
positively support the work of others
Take creative risks to express feelings, ideas, and experiences
Develop and refine ideas and technical skills to improve the quality of performance pieces
Develop a repertoire of dramatic skills and techniques through presentation or performance
Develop performance skills in a variety of contexts
Experiment with a range of props, processes, and technologies
Demonstrate awareness of self, others, and audience
Receive and apply constructive feedback to develop and refine ideas
Receive, provide, and apply constructive feedback to refine dramatic works
Use self-reflection and awareness of audience to refine ideas