Creative Arts – PERFORMING ARTS

Cardinal Newman Catholic School

Year 8 – Improvisation

Lesson No. Learning Outcomes Teaching Activities Assessment Opportunities

Resources Homework (Always on

SMHW)

1+2 Improvisation

skills

Learning Objective: Students will learn to… Recall and demonstrate the rules and expectations of a typical drama lesson. To learn what improvisation is and why these skills are important. Understand and develop skills in how to build a conversation whilst improvising. Understand and develop the use of props during improvisation, create a sequence of freeze-frames using props, develop imagination and ideas for improvised scenes, create

Potential improvisation games: What Are you Doing? TV Game Yes and… Party Quirks Park Bench Mystery Chair Spoons/Freeze Frame Spontaneous Orchestra Yes Lets! Props! Quest! Activity 1 Word Association Circle Students sit in a circle. The teacher explains that each person in the circle will take it in turns to say a word that relates to the one the previous person has said. E.g. the first person in the circle says food; the next person says chips, the next person fish, then sea, sand etc. The word doesn't have to relate to a particular theme at this stage but must relate to the previous word. You could play this as an elimination game if desired with students out if they hesitate for too long or the word does not relate to the previous one.

Teacher – questioning students on what improvisation is and giving feedback on examples given in class. Pupils – peer assessment of work.

Exercise books Stickers Marking Policy Key words Assessment Sheets Printed Spellings for LA/PP students. Writing frames if required Power Point if required.

Key Spellings

Title of Unit: SKILLS

Year Group: Year 8

Unit Learning Objectives: Pupils will be able to recall and apply a variety of

drama techniques and conventions

Text explored:

inventive storylines for scenes.

Activity 1 - Building Conversation Students get into pairs and label themselves A and B. The task is to continue the conversation started by the teacher for as long as possible. The students must get used to the process of agreeing on an idea and then adding to it. E.g. if student A has the conversation starter "let's go to the cinema," student B must agree "yes, lets" and then build on the conversation e.g. "and let's get popcorn." The conversation should continue in this way of agreeing and then adding something new until the teacher calls time and then gives out another conversation starter. Example Starters: "Let's play in the garden" "Let's go and try on our new clothes" "Let's go to the beach" "Let's listen to music" "Let's go into town" Activity 2 - Blocking Conversation Students swap partners and again label themselves A and B. Explain that blocking a conversation happens when a negative response is given. In role the teacher asks a student "Let's make a cake" to which they must respond "no." This demonstrates what not to do when improvising as there is very little the other person can do in response and the conversation ends before it can develop.

A negative response can be turned positive however if the person responding adds an alternative e.g. "Let's make a cake." "No, it's too hot, let's make ice-lollies instead." The conversation can then continue as before with additions being made e.g. "yes, then we can go outside in the sunshine" etc Give some more conversation starters which students must block but give alternatives to. Examples: "Let's go swimming" "Let's get some chocolate" "Let's play computer games" "Let's have fish and chips for dinner" "Let's ride our bikes" As before the teacher should spotlight good examples of the activity. Plenary Students sit in a circle. Discuss the work the students have done and the examples they watched. What was good about the spotlighted work? What did students find difficult? What did they learn about improvising? Make a mind map containing good ways of making conversation. Use of Props lesson: Starter Activity - Prop Circle Students get in a circle. Teacher brings a prop box to the circle. A prop is taken out of the box

and the teacher is to demonstrate the game by using the prop in a way that makes it nothing like its original purpose. E.g. the teacher gets a hat out of box and states that "this is a space ship". The prop must then be passed around the circle and each person must state what the prop is changing it each time. (It can be a good idea to change direction each time you change the prop as being at the end of the circle is difficult as ideas are taken.) Activity 1 - Prop Sequence Students get into pairs. Give each pair 1 prop item. The task for the pair is to create 5 freeze-frames in which the prop is central to the image and is used in different ways (again it should not be used for its intended purpose). Once the pairs have decided on their images they should practice them so that they form a sequence. Each time they hit a freeze one of the pair must state what the prop is e.g. in the case of a prop cane "it's an umbrella", followed by "it's a dog leash" etc. Watch some examples and discuss how well the images were created, how the sequence flowed and how inventively the props were used. Activity 2 - Prop Improv Students get into groups of 4. Give each group a couple of prop items. The task is for the group to build a scene around the props. They can use them in as many ways as they would like but

the storyline and scene must make sense even though the props are not being used for their correct purpose. This does not mean the students have to create "realistic" scenes (in fact the opposite may be desired) rather that the story however imaginative must flow. If students find it difficult to come up with their own scenarios the following suggested titles could be used: Life on Mars At a birthday party A walk in the Park In the classroom At the Depths of the Ocean In your bedroom At the top of the Tower At the zoo At the Shopping Centre At the seaside Plenary Watch each group perform. Get the students to

give feedback about each groups' performance.

It can be useful to start by asking for 2 things

that the group liked about the performance and

then ask for 1 thing that could be improved

upon. The students should think about what

they have been working on when giving

feedback e.g. how well the props were

incorporated into the piece, did the story make

sense, was it performed well etc?

3 PITSTOP

Objectives: Create different character types, develop the use of character in improvisation, develop spontaneous improvisation skills, evaluate peer work.

Starter: Improvisation game which suits classes ability. Main Activity:

1) Class split into groups of 3 4 or 5. 2) Groups are given a different title from

the resource provided. 3) Groups are given 3 lines which they

must include during the performance from the resource provided.

4) Groups are given no more than 5 minutes to create a storyline for their improvised performance.

5) Groups then perform back their ideas.

Plenary: Watch performance and peer assess What do you now know at the end of the lesson?

Teacher – questioning students on what improvisation is and giving feedback on examples given in class. Pupils – peer assessment of work. Teacher using Pitstop Assessment.

Exercise books List of spontaneous dialogue List of spontaneous titles Assessment Sheets Printed Spellings for LA/PP students. Writing frames if required Power Point if required.

Key Spellings

4 Improvisation

skills

Objectives: Understand and develop the use of props during improvisation, create a sequence of freeze-frames using props, develop

Potential improvisation games: What Are you Doing? TV Game Yes and…

Teacher – questioning students on what improvisation is and giving feedback on

Exercise books Stickers Marking Policy Key words

Key Spellings

imagination and ideas for improvised scenes, create inventive storylines for scenes.

Party Quirks Park Bench Mystery Chair Spoons/Freeze Frame Spontaneous Orchestra Yes Lets! Props! Quest! Starter Activity - Prop Circle Students get in a circle. Teacher brings a prop box to the circle. A prop is taken out of the box and the teacher is to demonstrate the game by using the prop in a way that makes it nothing like its original purpose. E.g. the teacher gets a hat out of box and states that "this is a space ship". The prop must then be passed around the circle and each person must state what the prop is changing it each time. (It can be a good idea to change direction each time you change the prop as being at the end of the circle is difficult as ideas are taken.) Activity 1 - Prop Sequence Students get into pairs. Give each pair 1 prop item, same item for each pair.. The task for the pair is to create freeze-frames in which the prop is central to the image and is used in different ways (again it should not be used for its intended purpose). Once the pairs have decided on their images they should practice them so that they form a sequence. Each time

examples given in class. Pupils – peer assessment of work.

Assessment Sheets Printed Spellings for LA/PP students. Writing frames if required Power Point if required.

they hit a freeze one of the pair must state what the prop is e.g. in the case of a prop cane "it's an umbrella", followed by "it's a dog leash" etc. Watch some examples and discuss how well the images were created, how the sequence flowed and how inventively the props were used. Activity 2 - Prop Improv Students get into groups of 4. Give each group a couple of prop items. The task is for the group to build a scene around the props. They can use them in as many ways as they would like but the storyline and scene must make sense even though the props are not being used for their correct purpose. This does not mean the students have to create "realistic" scenes (in fact the opposite may be desired) rather that the story however imaginative must flow. If students find it difficult to come up with their own scenarios the following suggested titles could be used: Life on Mars At a birthday party A walk in the Park In the classroom At the Depths of the Ocean In your bedroom At the top of the Tower At the zoo At the Shopping Centre At the seaside

Plenary Watch each group perform. Get the students to give feedback about each groups' performance. It can be useful to start by asking for 2 things that the group liked about the performance and then ask for 1 thing that could be improved upon. The students should think about what they have been working on when giving feedback e.g. how well the props were incorporated into the piece, did the story make sense, was it performed well etc?

5 PITSTOP

Objectives: Create different character types, develop the use of character in improvisation, develop spontaneous improvisation skills, evaluate peer work.

Starter: Improvisation game which suits classes ability. Main Activity:

1) Class split into groups of 3 4 or 5. 2) Groups are given a different title from

the resource provided. 3) Groups are given 3 lines which they

must include during the performance from the resource provided.

4) Groups are given no more than 5 minutes to create a storyline for their improvised performance.

5) Groups then perform back their ideas.

Plenary: Watch performance and peer assess

Teacher – questioning students on what improvisation is and giving feedback on examples given in class. Pupils – peer assessment of work. Teacher – Pitstop assessment

Exercise books Marking Policy Key words List of spontaneous dialogue List of spontaneous titles Assessment Sheets Printed Spellings for

Key Spellings

What do you now know at the end of the lesson?

LA/PP students. Writing frames if required Power Point if required.

6 PITSTOP

Evaluation/improvisation

skills

Starter: Allow students time to reflect on their pitstop assessment. Main Activity: Potential improvisation games: What Are you Doing? TV Game Yes and… Party Quirks Park Bench Mystery Chair Spoons/Freeze Frame Spontaneous Orchestra Yes Lets! Props! Quest!

Plenary: Peer discuss what was learnt today:

1) Consider someone you think did well in their performance. An effective presentation includes… I thought … did well because …

Teacher – questioning students on what improvisation is and giving feedback on examples given in class. Pupils – peer assessment of work.

Exercise books Stickers Marking Policy Key words Assessment Sheets Printed Spellings for LA/PP students. Writing frames if required Power Point if required.

Key Spellings

Any Additional Information

Example Activities

1 Name Game Example Each pupil must choose an action for every syllable of their name. Example: Elvis has 2 syllables, so he does a hip shake with “El” and snaps his fingers for “vis”. Once Elvis has done his action while saying his name, the whole group repeats, and so on.

2 Change the Object An object is put in the middle of the circle and in turn pupils must go in and change it into something different. Change the Scene An improvised scene is started by the teacher in the middle of the circle and in turn pupils must shout freeze and go in and change it into something different.

3 Vocal Warm Ups Pace – Pupils repeat the word Many Men to the Willem Tell Horse Racing tune Pitch – Pupils say Prune in a high pitched voice with a screwed up face and banana in a low pitch elongating the face. Volume – Pupils repeat the vowels after the teacher changing the volume each time. Tone – Hello How are you? In pairs pupils repeat the dialogue A: ‘Hello How are you’ B: ‘I’m fine thanks’. The teacher gives each pair a different scenario Mum and Daughter, Teacher and child, superheroes and so on. Observe the change in tone. 2 stars and a wish

I thought I did well because …

This 2 positives and a target.

4 Freeze Frame game The teacher will call out scenarios and count down from 5 to 1, at this point, in groups; the class must freeze, as if in a photograph, conveying this scenario or environment. Freeze Frame Modelling A group of volunteers to stand in the middle of the circle, the teacher calls out a scenario and 3 other pupils must mould them into a successful freeze frame. Link to success criteria.

6 Character charades This exercise is the same as regular charades except the pupils are acting out characters instead of films. For example stereotypes, witches, heroes, princess and more. Then make it more complex, James Bond. Barrack Obama – if you feel this is too difficult have a list of names on the board that the class must choose from.

9 Ship Game The teacher will call out commands and the class must follow them as quickly as possible. Instructions include port, starboard, bow stern, scrub the decks, mop the floor. Last to follow instructions each time is out. Areas of the stage game This exercise follows the same principle as above however you call out areas of the stage and the class must run their. Downstage, Upstage, Stage left, Stage Right, the wings.

10 Change the Scene An improvised scene is started by the teacher in the middle of the circle and in turn pupils must shout freeze and go in and change it into something different.

11 Change the Object An object is put in the middle of the circle and in turn pupils must go in and change it into something different.

13 Drama Skills warm up– vocal warm up, body warm up, imagination warm up This could include one round of many men, the freeze frame game and change the scene