IMPROVE YOUR IMPROV

Do you like improv? Need a little bit of help fine-tuning your exercises with your students? Are you running out of fun and theatrical warm-ups to use during drama class?
​Well, you're in luck because we asked our NJ Jr. Thespian State Board to provide their favorite go-to improv exercises. Get ready to improve your improv!

EMOTIONAL DING

Here's an improv game I use in my classroom:
Materials needed: a buzzer or other noise making device 
Two students come down and are given the improv platform through audience suggestions (students can accept or reject the platform depending on your class). One student is given 2 emotions or quirks in addition to their normal self (example: angry and sleepy). Let the students begin the scene, and whenever the teacher hits the noise making device, the student changes their emotion. Make sure the scene partner acknowledges the behavior changes and doesn't ignore it. Let the scene play out until it reaches a natural conclusion.

-Joan Schubin, Hopewell Valley Regional School District

Fractured fairy tales​

Groups of 4-5 choose a well known fairy tale or Disney movie.  After a few minutes to prepare (make sure you've got your main plot points clear!), groups act out their fairy tale to the rest of the class  Here's the twist: each group presents three times in a row.  The first time, they have 60 - 90 seconds to tell the whole story, the second time they only have 30 seconds, and the final time they have 10 seconds!!! Let the hilarity ensue!
​TIP: Don't tell groups that there will be a decreasing time limit until after they have planned.  

-Holli Van Albanese, Troupe 89419, Dwight D. Eisenhower Middle School

Emotional Barista

This is one of my students' favorite games:
In this game there are 4-5 participates (one barista and three or four customers). Each person is given an emotion, by the audience, that they need to portray throughout the mini scene. The barista starts off and as each of the customers come in the people in the coffee shop "take on" their emotions. Once all the students are on "set" they slowly find a way to leave the scene. As each one leaves, their emotion leaves with them until only the barista is left. It teaches them how to work as an ensemble, how to be someone different than you, and how to say yes in a scene.

-Michele Greenspan, Carl H. Kumf Middle School

ZIP ZAP ZOP

First person points and makes eye contact with someone in the circle and says Zip. That person that receives the zip then points to another and says Zap. That person continues with Zop. This keeps going and eventually creates a rhythm or beat. The game gets students to work on speaking, listening and concentration skills. I will time the game and keep track of mistakes in my head. When they hit three mistakes, I stop the game. (This way no one can blame anyone person). Classes compete for the high score. ​

-Caitlin Gioe, Stafford Intermediate Schools

group juggle

This is a wonderful icebreaker and helps get everyone working together.  It goes like this...
Ask all the students to arrange themselves in a a circle, not too close, not too far from one another.  The teacher should also participate.  Explain that you are going to throw a ball to someone - then say..."Hi X, my name is Y...here you go!" Then throw the ball (underarm) to the student, who then has to answer back..."Thank you Y." and pick someone else in the circle to repeat the process and on you go.  If we're not trying to learn names, then skip the naming part & just throw!  The challenge from here is simply to get the ball thrown around to everyone in the circle, and finally back to the the teacher.  
Great variations are as follows - 
Variation 1 - Do it in silence, same order (the students need to remember who they received from and tossed to.
Variation 2 - Shuffle the students, and do the toss again, same order (again, the students need to remember who they received from and tossed to)
Variation 3 - Add more than one ball into the circle, always toss in the same order.  If a ball drops to the floor, it is out!  See how many can get to the end and back to the teacher.
After you play, then discuss with the group what skills they need to utilize to be successful and how this relates to a cast and crew.

-Lillianne P. Torrente, Troupe 88360, Ranney School