This can be played in a small group or large group. The teacher starts the story with one sentence i. Moving clockwise around the circle, each student adds one word to the story. The circle is repeated as many times as the teacher deems necessary until they feel the story is finished.
You will need a larger playing space for this one — going outside or into a gymnasium is preferable. Wizards beat giants because they can shrink them.
Elves beat wizards because they are quick and can duck their magic. Divide the students into two teams and put them on either side of the playing area. Teams huddle together and choose which of the three they will play first. They will also need to have a backup in the event that the other team has selected the same one.
Once both teams have chosen, they meet in the middle and face each other. Whichever teams wins the face-off chases the other team back to their side and tries to tag as many players as possible. Any players they tag from the losing team must now join their team, and they continue onto the next round. The game is over when one team has all the players on its side. Divide the group into teams of four to six people and have each team choose a spot around the room. The teacher calls out a scene such as Spiderman at the scene of a bank robbery, a birthday party gone wrong or a television awards show and then counts down from Teams have 10 seconds to organize a tableau and then freeze.
The teacher then goes around and views each tableau before choosing a winner for that round. The winning team receives a point. Every student from the team must participate in the tableau or the team will be disqualified from the round. Tip: Remind the students about the use of levels and facial expressions at the start of the game. Choose two to four students to start onstage and give them a scene to start such as lifeguards rescuing someone from drowning.
The other actors will need to improvise and join in the new scene. It must be completely different to the scene that was happening before.
The teacher selects one person to be a gravekeeper, and they stand off to the side. This could be by flying car, unicorn, or time travel. Anything goes in this exercise. Encourage students to really tell a story and give detail. Students sit in a circle, and the teacher explains that they are going to create the atmosphere of a place with sounds. Ideas may include the seaside, school, London, the jungle, the zoo, or fairy land.
Ask someone to start: they must repeat their chosen noise, or the phrase, over and over again. Then the person next to that student adds their noise; then the person next to them adds their own noise, and so on. Students lie down and a piece of music is played. Students can listen to it lying down for about 30 seconds or more, and when they are ready, they stand up and move around the room in response to how the music is making them feel.
The music may inspire them to be a wizard, skipping to wizard school, to walk through a cave terrified, or to sit quietly reflecting on happier times. Whatever the music inspires, the students must follow their intuition and go with that, not paying attention to anyone else in the group.
Maya reacts how she likes. Then Maya will then pick someone else in the circle and approach them to apologise for something. Mark out a square or rectangle that is about the size of the floor space in a lift. Ask four actors to think up an objective for the character they will play. They get into the lift in character, and the improvisation begins.
Explain that at some point in the improvisation, they need to imagine that the lift breaks down. The teacher sits in the circle with the students and mimes placing an imaginary box in front of them. The teacher explains it is a magic box and inside there are many different kinds of objects. Then the teacher opens the lid and mimes taking something out of the box. The puppets must verbally improvise a conversation amongst themselves while the changes take place.
The puppets must invent dialogue based on the positions the masters put them in. Have all your students form a conga line. The actor in the front of the lone must invent a character walk. This can be a limp, this can be a crouch downward. Every person in the conga line must take the form of the person in front of them.
The actor in front of the line goes to the back and the next actor in front of the line takes on a new character walk. Have all your acting students sit on the floor and act as if they are a family of tired lions out in the jungle.
Assign who will be the father lion, mother lion and cubs. This exercise needs two actors. One actor acts as if they are in front of a mirror and the other actor is their reflection. All actors sit in a circle. It can be Salvador Dali. The actor must be on a timer of 3 seconds or get buzzed out of the circle.
Each actor has a different reason for using a home telephone. They must create for themselves the scene when the phone rings and improvise their story. Start with two actors in the scene who must make up a language. The goal is not to speak an actual real language but to make one up as gibberish that sounds authentic. Once there are two actors talking and communicating, add a third, then a fourth, eith each actor bringing in their own language.
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