Unit
in Middle School Curriculum
Unit Three: Building Improvised Scenes
Created by Lindsay Johnson
12 lessons
middle school friendly
Students will understand the basic building blocks of a scene: The Who (characters/ relationship), the Where (setting), and the What (conflict – objectives/tactics). They will learn how to use both verbal and nonverbal (pantomime) clues to communicate these scene details to an audience. They will continue to work on voice clarity, while also learning to open their body to an audience. The unit culminates in a performance assessment in which students work in pairs to improvise a scene.
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The overview covers the essential question of the unit, lays out the 11-lesson structure, covers key vocabulary, time management, and assessment tools.
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1Lesson 1RelationshipsIn 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.
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2Lesson 2SettingIn 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.
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3Lesson 3Conflict and ObjectivesIn 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.
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4Lesson 4High-Stakes ObjectivesIn 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.
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5Lesson 5TacticsIn 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.
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6Lesson 6Scene Assignment and BrainstormIn 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.
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7Lesson 7Objective and TacticsIn 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.
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8Lesson 8Relationship and Setting RehearsalIn 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.
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9Lesson 9Projection RehearsalIn 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.
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10Lesson 10Final Scene RehearsalIn 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.
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11Lesson 11Scene Performance AssessmentIn 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.
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12Lesson 12Posters7 posters for the drama classroom, designed to support the objectives of the building improvised scenes unit.
Standards Addressed
Critical Thinking & Reflection
- TH.68.C.1.1 Devise an original work based on a community issue that explores various solutions to a problem.
- TH.68.C.1.2 Develop a character analysis to support artistic portrayal.
- TH.68.C.1.4 Create and present a design, production concept, or performance and defend artistic choices.
- TH.68.C.1.5 Describe how a theatrical activity can entertain or instruct an audience.
- TH.68.C.2.1 Use group-generated criteria to critique others and help strengthen each other's performance.
- TH.68.C.2.2 Keep a rehearsal journal to document individual performance progress.
- TH.68.C.2.3 Ask questions to understand a peer's artistic choices for a performance or design.
- TH.68.C.2.4 Defend personal responses to a theatre production.
- TH.68.C.3.1 Discuss how visual and aural design elements communicate environment, mood, and theme in a theatrical presentation.
- TH.68.C.3.3 Determine personal strengths and challenges, using evaluations and critiques to guide selection of material for a portfolio.
- TH.912.C.1.5 Make and defend conscious choices in the creation of a character that will fulfill anticipated audience response.
- TH.912.C.2.6 Assess a peer's artistic choices in a production as a foundation for one's own artistic growth.
- TH.912.C.2.7 Accept feedback from others, analyze it for validity, and apply suggestions appropriately to future performances or designs.
- TH.912.C.2.8 Improve a performance or project using various self-assessment tools, coaching, feedback, and/or constructive criticism.
Historical & Global Connections
- TH.68.H.1.1 Explore potential differences when performing works set in a variety of historical and cultural contexts.
- TH.68.H.1.2 Analyze the impact of one's emotional and social experiences when responding to, or participating in, a play.
- TH.68.H.1.5 Describe one's own personal responses to a theatrical work and show respect for the responses of others.
- TH.68.H.1.6 Discuss how a performer responds to different audiences.
- TH.68.H.2.4 Discuss the differences between presentational and representational theatre styles.
- TH.68.H.3.3 Use brainstorming as a method to discover multiple solutions for an acting or technical challenge.
- TH.68.H.3.4 Describe the importance of wellness and care for the actor's physical being as a performance instrument.
Innovation, Technology & the Future
- TH.68.F.1.2 Use vocal, physical, and imaginative ideas, through improvisation, as a foundation to create new characters and to write dialogue.
- TH.68.F.1.3 Demonstrate creative risk-taking by incorporating personal experiences in an improvisation.
- TH.912.F.3.3 Exhibit independence, discipline, and commitment to the theatre process when working on assigned projects and productions.
Organizational Structure
- TH.68.O.1.1 Compare different processes an actor uses to prepare for a performance.
- TH.68.O.1.3 Explain the impact of choices made by directors, designers, and actors on audience understanding.
- TH.68.O.2.1 Diagram the major parts of a play and their relationships to each other.
- TH.68.O.2.2 Explain how a performance would change if depicted in a different location, time, or culture.
- TH.68.O.2.4 Perform a scene or pantomime to demonstrate understanding of blocking and stage movement.
- TH.68.O.3.3 Discuss the collaborative nature of theatre and work together to create a scene or play, respecting group members' ideas and differences.
Skills, Techniques & Processes
- TH.68.S.1.1 Describe the responsibilities of audience members, to the actors and each other, at live and recorded performances and demonstrate appropriate behavior.
- TH.68.S.1.2 Invent a character with distinct behavior(s) based on observations of people in the real world and interact with others in a cast as the invented characters.
- TH.68.S.1.3 Describe criteria for the evaluation of dramatic texts, performances, direction, and production elements.
- TH.68.S.2.1 Discuss the value of collaboration in theatre and work together to create a theatrical production.
- TH.68.S.2.2 Discuss and apply the theatrical production process to create a live performance.
- TH.68.S.2.4 Memorize and present a character's lines from a monologue or scene.
- TH.68.S.3.1 Develop characterizations, using basic acting skills, appropriate for selected dramatizations.
- TH.68.S.3.2 Use the elements of dramatic form to stage a play.
- TH.68.S.3.3 Lead rehearsals of improvised and scripted scenes, communicating with cast and crew to create appropriate characterization and dramatic environments.
- TH.912.S.1.3 Develop criteria that may be applied to the selection and performance of theatrical work.
- TH.912.S.2.5 Perform memorized theatrical literature in contrasting pieces to show ability to apply principles and structure, focus on details of performance, and processing skills to establish successful interpretation, expression, and believability.
- TH.912.S.2.6 Transfer acting and technical skills and techniques from one piece of dramatic text to another.
- TH.912.S.2.8 Strengthen acting skills by engaging in theatre games and improvisations.
- TH.912.S.3.3 Develop acting skills and techniques in the rehearsal process.
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