Workshop Syllabus

Workshop: Drama Foundations

Length of workshop: 1 hour x 10 sessions

Overview: Drama Foundations workshop introduces the StarTime values of Courage, Commitment, Collaboration & Compassion through a series of structured exercises, activities, and creative games.

The key focus of StarTime’s Drama Foundations Syllabus is IMPROVISATION.

StarTime Drama students will explore a series of improv exercises, activities and games in order to gain skills and confidence.

Participants will:

• Students will develop their improvisation skills by learning the foundations to good improv: making and accepting offers
• Gain confidence in being able to come up with ideas (or offers) on the spot
• Understand and participate in improvisation games and performances
• Develop their creativity by making associations and connections between the different games and exercises

Session 1 – Intro to Improvisation

Warm up Exercise #1

WHAT:

Move Around Like a _______
& Make a Picture of a ___________

HOW:

• Instruct students to move around in a certain way: e.g. “move around as if you… are on hot sand” / are a monkey / are on the moon.
• FREEZE!
• Instruct students to get into a group e.g. “In groups of 3, make a picture of….. An elephant… someone surfing… etc.

WHY:

• Emphasise the need for COMMITMENT while moving around the room.
• Emphasise the need for COLLABORATION while working in groups to make tableaus.

• provide space for students to move freely without injury
• have examples ready to go before commencing this exercise (alternatively students could provide examples)

Head Coach:

• Head Coach to instruct. Assistant or Second Coach

2nd Coach:

• to Model and Assist

Limit the time provided to make the tableau e.g. count down from 10

Warm up Exercise #2

WHAT:

Name in Action

HOW:

• Standing in a circle, one student begins by saying their name while doing an action.
• All together, the rest of the students repeat back what the first student did, as accurately as possible!
• Encourage creative use of voice and movement – consider pitch, levels, emphasis, duration.

WHY:

• Embrace vocal and physical instinct and develop confidence
• Develop listening skills and observational skills
• Display COMMITMENT to their own idea and others’ ideas
• Develop COURAGE as they express ideas in front of the group

• provide space for students to move freely without injury
• have examples ready to go before commencing this exercise (alternatively students could provide examples)

Head Coach:

• Head Coach to instruct. Assistant or Second Coach

2nd Coach:

• to Model and Assist

to be added

Making & Accepting Offers

WHAT:

Statues

HOW:

Refer to Games List HERE

• Build up to offering a line of dialogue each, creating a relationship between characters – working towards strong scene starters

WHY:

• Students will learn to make physical offers as well as accepting offers physically.
• Emphasise COMMITMENT & COURAGE

Provide enough space for students to move around freely without injury

Head Coach:

• to instruct

Coach:

• to demonstrate and crowd control
• Give stars for good listeners and contributors to the conversation

Other iterations include a build-up version which is called I AM A TREE.

PLAYER 1 enters and says (for e.g.) “I am a tree” and takes up the frozen position of a tree.
PLAYER 2 enters and adds on to the picture e.g. “I am a monkey swinging from the tree” and takes up that frozen position
PLAYER 3 enters and adds on: e.g. “I am a banana, being eaten by the monkey” and creates the shape of a banana, connected to the monkey….
Etc etc until all players have joined. PLAYER 1 then gets to choose who remains in the picture e.g. “The banana stays”. E.g. then PLAYER 2 would begin the next round with a new position.

Improv Game

WHAT:

Kingdom My King (See Games List)

HOW:

Refer to Games List HERE

• Following on from what was learnt in previous exercise, focus on being creative with the offers to the King/Queen.

WHY:

• Students learn to make creative offers
• Emphasise COLLABORATION as students work together to steal the King’s treasure
• Emphasise COMMITMENT & COURAGE

Provide enough space for students to move around freely without injury

Head Coach:

• to instruct

Coach:

• to demonstrate and crowd control
• Give stars for good listeners and contributors to the conversation
• assist with crowd control – students get VERY excited during this game.

Students must be still unless the King’s eyes are closed, or they are being individually addressed by the king.

Session 2 – Making & Receiving Offers

Warm up Exercise #1

WHAT:

Name in Action

HOW:

• Standing in a circle, one student begins by saying their name while doing an action.
• All together, the rest of the students repeat back what the first student did, as accurately as possible!
• Encourage creative use of voice and movement – consider pitch, levels, emphasis, duration.

WHY:

• Embrace vocal and physical instinct and develop confidence
• Develop listening skills and observational skills
• Display COMMITMENT to their own idea and others’ ideas
• Develop COURAGE as they express ideas in front of the group

• provide space for students to move freely without injury
• have examples ready to go before commencing this exercise (alternatively students could provide examples)

Head Coach:

• Head Coach to instruct. Assistant or Second Coach

2nd Coach:

• to Model and Assist

to be added

Warm up Exercise #2

WHAT:

Poison Hand

HOW:

Refer to Games List HERE

WHY:

• Develop Focus and quick decision-making skills
• Develop winning strategies and defensive strategies within context of the game
• Display COMMITMENT & COURAGE to their “dramatic death”

• provide space for students to move freely without injury
• have examples ready to go before commencing this exercise (alternatively students could provide examples)

Head Coach:

• Head Coach to instruct. Assistant or Second Coach

2nd Coach:

• to Model and Assist

Poison hand with older students can also be used as a simple way to display how having a clear character objective with an obstacle has the effect to create drama and emotion as a by-product. For example: Encourage the students to be totally focussed and believe in the imaginary circumstances of the game. Once they receive the poison hand walk directly and purposely (without running) towards their chosen “victim.” Watch how the targeted victim reacts and the drama that is created.

Main Exercise

WHAT:

Yes Let’s / Let’s Not

HOW:

A game that uses the golden rule of what NOT to do (ie: blocking someones offer so they are forced to come up with another, more creative and compelling offer. Break up into 2 and give them a scenario to work with: eg: You want to go to the beach.

Player 1 says: “Lets go to the beach.”
Player 2: “Lets Not!”
Player 1: “Lets go to the beach and have an ice cream” ….
Player 2: “Lets not.”

Player 1 is forced to get more creative with their offer so that eventually player 2 MUST say: “yes, lets”

Player 1: Lets go to the beach and have an ice cream while surfing on the back of a dolphin!
Player 2: Awesome – yes lets!

WHY:

• Understanding what blocking an “offer” is
• COMMITMENT to making more creative offers

Provide enough space for students to move around freely without injury

Head Coach:

• to instruct

Coach:

• to demonstrate and crowd control
• Give stars for good listeners and contributors to the conversation

The younger students will need to be directed when to eventually say “Yes Lets” …some will be addicted to say “Lets NOT!” Perhaps a limit of 3 “lets not’s”

Improv Game

WHAT:

Kingdom My King (See Games List)

HOW:

Refer to Games List HERE

• Following on from what was learnt in previous exercise, focus on being creative with the offers to the King/Queen.

WHY:

• Students learn to make creative offers
• Emphasise COLLABORATION as students work together to steal the King’s treasure
• Emphasise COMMITMENT & COURAGE

Provide enough space for students to move around freely without injury

Head Coach:

• to instruct

Coach:

• to demonstrate and crowd control
• Give stars for good listeners and contributors to the conversation
• assist with crowd control – students get VERY excited during this game.

Students must be still unless the King’s eyes are closed, or they are being individually addressed by the king. With larger groups, split into teams that compete against each other. The team that is fastest to get the statue(object) back is the winner. The quieter and more efficient the more chance to win. Team 1 will go first, then team 2.

Session 3 – Physicalisation

Warm up Exercise #1

WHAT:

Name in Action (Add a theme e.g.: animals)

HOW:

• Standing in a circle, one student begins by saying their name while doing an action.
• All together, the rest of the students repeat back what the first student did, as accurately as possible!
• Encourage creative use of voice and movement – consider pitch, levels, emphasis, duration.

WHY:

• Embrace vocal and physical instinct and develop confidence
• Develop listening skills and observational skills
• Display COMMITMENT to their own idea and others’ ideas
• Develop COURAGE as they express ideas in front of the group

• provide space for students to move freely without injury
• have examples ready to go before commencing this exercise (alternatively students could provide examples)

Head Coach:

• Head Coach to instruct. Assistant or Second Coach

2nd Coach:

• to Model and Assist

Once students get confident with this game, you can always get creative and bring in themes. Eg – sports actions / dance move / star wars / Play with fast and slow motion etc etc.

Warm up Exercise #2

WHAT:

Poison Hand

HOW:

Refer to Games List HERE

WHY:

• Develop Focus and quick decision-making skills
• Develop winning strategies and defensive strategies within context of the game
• Display COMMITMENT & COURAGE to their “dramatic death”

• provide space for students to move freely without injury
• have examples ready to go before commencing this exercise (alternatively students could provide examples)

Head Coach:

• Head Coach to instruct. Assistant or Second Coach

2nd Coach:

• to Model and Assist

Poison hand with older students can also be used as a simple way to display how having a clear character objective with an obstacle has the effect to create drama and emotion as a by-product. For example: Encourage the students to be totally focussed and believe in the imaginary circumstances of the game. Once they receive the poison hand walk directly and purposely (without running) towards their chosen “victim.” Watch how the targeted victim reacts and the drama that is created.

Main Exercise

WHAT:

Postcards Challenge

HOW:

In teams, students develop big and bold physical offers to create imaginative postcards. Postcards will come to life, requiring students to create a short scene. Teams will be awarded points for story structure (beginning, middle and end) , characters and sound fx.

WHY:

• COMMITMENT to bold offers
• COLLABORATION working as a team

Provide enough space for students to move around freely without injury

Head Coach:

• to instruct

Coach:

• to demonstrate and crowd control
• Give stars for good listeners and contributors to the conversation

to be added

Stage Craft Game

WHAT:

Red Carpet / Upstage-Downstage

HOW:

Refer to Games List HERE

• Following on from what was learnt in previous exercise, focus on being creative with the offers to the King/Queen.

WHY:

• Understanding stagecraft

• Emphasise COMMITMENT
  Focus

Provide enough space for students to move around freely without injury

Head Coach:

• to instruct

Coach:

• to demonstrate and crowd control
• Give stars for good listeners and contributors to the conversation
• assist with crowd control – students get VERY excited during this game.

Keep eliminated students involved by getting them to call the next instruction.

Session 4 – Vocalisation & Vocal Characterisation

Warm up Exercise #1

WHAT:

Name in Action (Emphasis on Vocal Creativity)

HOW:

• Standing in a circle, one student begins by saying their name while doing an action.
• All together, the rest of the students repeat back what the first student did, as accurately as possible!
• Encourage creative use of voice and movement – consider pitch, levels, emphasis, duration.
• Plus use a voice or accent of their choosing

WHY:

• Develop vocal projection
• Embrace vocal and physical instinct and develop confidence
• Develop listening skills and observational skills
• Display COMMITMENT to their own idea and others’ ideas
• Develop COURAGE as they express ideas in front of the group

• provide space for students to move freely without injury
• have examples ready to go before commencing this exercise (alternatively students could provide examples)

Head Coach:

• Head Coach to instruct. Assistant or Second Coach

2nd Coach:

• to Model and Assist

To be added

Warm up Exercise #2

WHAT:

Articulation: Tongue Twisters

HOW:

• Introduce Tongue Twisters: e.g.: Unique New York, Irish Wristwatch
• Students who can do it 5 times fast without a mistake get a star
• If having trouble slow right down until perfect and then gradually speed up – syllable by syllable.

WHY:

• Develop vocal skills – articulation & projection

• provide space for students to move freely without injury
• have examples ready to go before commencing this exercise (alternatively students could provide examples)

Head Coach:

• Head Coach to instruct. Assistant or Second Coach

2nd Coach:

• to Model and Assist

To be added

Main Exercise

WHAT:

Master, Master, Who am I?

HOW:

Refer to Games List HERE

• Students will mask their voices by creating a character in order for the “Master” to guess who is making the voice.

WHY:

• COMMITMENT to bold offers
  COLLABORATION working as a team

Provide enough space for students to move around freely without injury

Head Coach:

• to instruct

Coach:

• to demonstrate and crowd control
• Give stars for good listeners and contributors to the conversation

to be added

Improv Game

WHAT:

Alien

HOW:

Refer to Games List HERE

• Working on physical characterisation

WHY:

• Students learn to make creative offers

• Emphasise COMMITMENT & COURAGE

Provide enough space for students to move around freely without injury

Head Coach:

• to instruct

Coach:

• to demonstrate and crowd control
• Give stars for good listeners and contributors to the conversation
• assist with crowd control – students get VERY excited during this game.

Use a timer. Try having more than one alien – they don’t reveal their true identity until both aliens are on board the ship!

Bonus Activity – Improv Game

WHAT:

Kingdom My King

HOW:

Refer to Games List HERE

• Students to create a character

WHY:

• Students learn to make creative offers
• Emphasise COLLABORATION as students work together to steal the King’s treasure
• Emphasise COMMITMENT & COURAGE

Provide enough space for students to move around freely without injury

Head Coach:

• to instruct

Coach:

• to demonstrate and crowd control
• Give stars for good listeners and contributors to the conversation
• assist with crowd control – students get VERY excited during this game.

Students must be still unless the King’s eyes are closed, or they are being individually addressed by the king. With larger groups, split into teams that compete against each other. The team that is fastest to get the statue(object) back is the winner. The quieter and more efficient the more chance to win. Team 1 will go first, then team 2.

Session 5 – Vocal & Physical Characterisation

Warm up Exercise #1

WHAT:

Tongue Twisters

HOW:

• Revisit Week 4 Tongue Twisters – get each child to do the tongue twister one by one and provide encouraging feedback
  Emphasise vocal clarity and projection
  reward improvement or clear home practice with stars

WHY:

• Vocal clarity and confidence
• Encourage COMMITMENT to give their best attempt and persist with challenges
• Encourage COMPASSION as students create a judgement free zone where everyone is supported to have a go

• provide space for students to move freely without injury
• have examples ready to go before commencing this exercise (alternatively students could provide examples)

Head Coach:

• Head Coach to instruct. Assistant or Second Coach

2nd Coach:

• to Model and Assist

To be added

Warm up Exercise #2

WHAT:

Zip Zap Boing

HOW:

Refer to Games List HERE

WHY:

• Focus
• Making quick decisions and COMMITTING to them – don’t worry if you stuff it up – all that happens is you sit down!
• Physical COMMITMENT and specificity
• Vocal COMMITMENT – speak clearly
• Eye contact

• provide space for students to move freely without injury
• have examples ready to go before commencing this exercise (alternatively students could provide examples)

Head Coach:

• Head Coach to instruct. Assistant or Second Coach

2nd Coach:

• to Model and Assist

This is a great exercise to delegate to the 2nd coach when possible, while the Head Coach sets up for the main exercise.

Main Exercise

WHAT:

Banana Custard

HOW:

Refer to Games List HERE

• Teach the short script in the games list
• Students come up in groups of four and each student is allocated different offers – e.g. “delivery the scene as if you are an opera singer” … “deliver the scene as if you are on the moon” … “deliver the scene as if you are late for an important occasion” … “deliver the scene as if you are very angry/confused/excited/confused”

WHY:

• Physical and Vocal Connection
• COMMITMENT to the style, emotion, or character
• COURAGE to make bold offers
• Students listen to each other and COLLABORATE to create a clear and compelling scene

Provide enough space for students to move around freely without injury

Head Coach:

• to instruct

Coach:

• to demonstrate and crowd control
• Give stars for good listeners and contributors to the conversation

Keep audience students engaged by inviting them to suggest the offers for each character.

Wrap Up Game

WHAT:

Alien

HOW:

Refer to Games List HERE

• Working on physical characterisation

WHY:

• Students learn to make creative offers

• Emphasise COMMITMENT & COURAGE

Provide enough space for students to move around freely without injury

Head Coach:

• to instruct

Coach:

• to demonstrate and crowd control
• Give stars for good listeners and contributors to the conversation
• assist with crowd control – students get VERY excited during this game.

Use a timer. Try having more than one alien – they don’t reveal their true identity until both aliens are on board the ship!

Session 6 – Storytelling

Warm up Exercise #1

WHAT:

“Yes, and”

HOW:

• Sitting in a circle
• Group as a whole will each add a sentence to a story. Beginning where someone left off by saying Yes and. This will teach students to make and accept offers in order to make a story as interesting and compelling as possible
• Emphasise vocal clarity and projection

WHY:

• Vocal clarity and confidence
• Making, accepting and advancing offers

• provide space for students to move freely without injury
• have examples ready to go before commencing this exercise (alternatively students could provide examples)

Head Coach:

• Head Coach to instruct. Assistant or Second Coach

2nd Coach:

• to Model and Assist

• Put a limit on it – e.g. for large groups, the story has to wrap up by the time it gets back to the first person. For small groups you might say “we go around the circle twice to complete the story”
• It helps to put a ban on phrases such as “Yes, and then he died”… kind of kills the story and seems to always come up.
• Students need to still use basic sentence structure and give the story a beginning, middle & end.

Main Exercise  – Story Telling on the Go

WHAT:

Solo Impromptu Storytelling

HOW:

Students give an individual speech on a given topic.

Have topics written down: 1 topic to one piece of paper placed in a hat: e.g. “Ants,” “Fungus,” “School,” etc etc 2 Nominated player must pick out a topic from the hat. They have 5 secs to think about it

• speech could point out some interesting “facts”
• It could be an experience they had with the subject – made up or real or combination of both etc etc
• Sound at halfway mark
• make sure you give a warning sound with 10 secs to go
• Stories should not be finished before 30 secs

WHY:

• COURAGE – speaking alone in front of the class
• COMPASSION – showing respect and encouragement to others who are performing
• COMMITMENT – trying their best even if the exercise is challenging

Provide enough space for students to move around freely without injury

Head Coach:

• to instruct

Coach:

• to demonstrate and crowd control
• Give stars for good listeners and contributors to the conversation

You could also keep audience students engaged by inviting them to suggest the topics for each speech giver (rather than writing them on paper)

Wrap Up Game

WHAT:

Kingdom My King

HOW:

Refer to Games List HERE

• Following on from what was learnt in previous exercise, focus on being creative with the offers to the King/Queen.

WHY:

• Students learn to make creative offers

• Emphasise COLLABORATION as students work together to steal the King’s treasure

• Emphasise COMMITMENT & COURAGE

Provide enough space for students to move around freely without injury

Head Coach:

• to instruct

Coach:

• to demonstrate and crowd control
• Give stars for good listeners and contributors to the conversation
• assist with crowd control – students get VERY excited during this game.

Students must be still unless the King’s eyes are closed, or they are being individually addressed by the king.

Session 7 – Physical Offers & Impromptu Storytelling

Warm up Exercise #1 – Physical Warm Up / Stage Craft

WHAT:

Red Carpet / Upstage-Downstage

HOW:

Refer to Games List HERE

WHY:

• Understanding stagecraft
• Emphasise COMMITMENT
• Focus

• provide space for students to move freely without injury
• have examples ready to go before commencing this exercise (alternatively students could provide examples)

Head Coach:

• Head Coach to instruct. Assistant or Second Coach

2nd Coach:

• to Model and Assist

Keep eliminated students involved by getting them to call the next instruction.

Warm up Exercise #2 – Vocal Warm Up

WHAT:

Use your own short 5-minute vocal warm up

HOW:

Ideas include:

• Humming
• Sirens
• Tongue Twisters e.g.
  “She sells seashells by the seashore;  The seashells she sells are seashells, I’m sure.”
  Projection exercises

WHY:

• Develop vocal confidence and clarity
• Students should show COMMITMENT to ongoing skill development

• provide space for students to move freely without injury
• have examples ready to go before commencing this exercise (alternatively students could provide examples)

Head Coach:

• Head Coach to instruct. Assistant or Second Coach

2nd Coach:

• to Model and Assist

To be added

Main Exercise 

WHAT:

Charades Relay

HOW:

Refer to Games List HERE

WHY:

• COMMITMENT – give it your best shot! And keep acting it out /trying different ways of acting out the same thing, until your team guesses it!

• COLLABORATION – working as a team

• COMPASSION – maintain a good attitude even when communication is challenging

Provide enough space for students to move around freely without injury

Head Coach:

• to instruct

Coach:

• to demonstrate and crowd control
• Give stars for good listeners and contributors to the conversation

Try grouping the rounds in topics – e.g. “Subjects at school” or “Things under the sea” this gives the kids a bit more structure so they’re not going in blind.
Other ways to do this exercise: give the kids a topic and let them each choose individually what they will act out for their team to guess (they cannot repeat the same offer more than once per team)

Physical Offers & Storytelling

WHAT:

Charades Relay: Excuses

HOW:

Works nicely in groups of about 5 or 6 kids, performing in front of class audience.

An extension of what was learnt in previous exercise, students will form a relay of miming to help a friend concoct an elaborate excuse to get them out of trouble.

Coach chooses a scenario where someone is in trouble

E.g. A teacher confronts a student after they fail to hand in their homework for the fifth week in a row. The student’s friends form a line behind the teacher (out of her sight line) and the friend at the front of the line begins by miming a physical offer to help the original student concoct their story. The student who is in trouble must use the physical offers that their friends are miming in order to concoct the story

E.g. FRIEND 1: *mimes digging*
STUDENT: Well, I was digging a hole *FRIEND 1 runs to back*
FRIEND 2: *mimes a fish swimming*
STUDENT: Because my goldfish died *FRIEND 2 runs to back*
FRIEND 3: *mimes falling*
STUDENT: But then I fell in the hole and hurt my leg! *FRIEND 3 runs to back* (Etc etc… )

The “teacher” can ask more leading questions to get more info from the student. The student should keep speaking and making verbal offers while they are waiting to receive physical offers to incorporate (e.g. if some of the “friends” are slow or vague with their offer)

Other scenarios could include: being pulled over by a cop for speeding, missing the boarding cut off for your flight and trying to convince the staff to let you board…. Etc.

WHY:

• Emphasise the importance of SPECIFIC offers as opposed to vague ones

• Students learn to make creative offers

• Emphasise COLLABORATION as students work together to fool the authority figure in the scene

• Emphasise COMMITMENT & COURAGE

Provide enough space for students to move around freely without injury

Head Coach:

• to instruct

Coach:

• to demonstrate and crowd control
• Give stars for good listeners and contributors to the conversation
• assist with crowd control – students get VERY excited during this game.

Students will hopefully quickly see the value of specificity and understand the need for it in improvisation.

Session 8 – Improvising Scenes

Warm up Exercise #1 – Physical Warm Up / Stage Craft

WHAT:

Move Around Like a _______

& Make a Picture of a ___________

HOW:

• Instruct students to move around in a certain way: e.g. “move around as if you… are on hot sand” / are a monkey / are on the moon.
• FREEZE!
• Instruct students to get into a group e.g. “In groups of 3, make a picture of….. An elephant… someone surfing… etc.

WHY:

• Emphasise the need for COMMITMENT while moving around the room.
• Emphasise the need for COLLABORATION while working in groups to make tableaus.

• provide space for students to move freely without injury
• have examples ready to go before commencing this exercise (alternatively students could provide examples)

Head Coach:

• Head Coach to instruct. Assistant or Second Coach

2nd Coach:

• to Model and Assist

Limit the time provided to make the tableau e.g. count down from 10

Main Exercise – Accepting & Making Offers

WHAT:

“Statues” (Revised)

HOW:

Refer to Games List HERE

• Build up to offering a line of dialogue each, creating a relationship between characters – working towards strong scene starters

WHY:

• Students will learn to make physical offers as well as accepting offers physically.

• Emphasise COMMITMENT & COURAGE

Provide enough space for students to move around freely without injury

Head Coach:

• to instruct

Coach:

• to demonstrate and crowd control
• Give stars for good listeners and contributors to the conversation

Other iterations include a build-up version which is called I AM A TREE.

• PLAYER 1 enters and says (for e.g.) “I am a tree” and takes up the frozen position of a tree.
• PLAYER 2 enters and adds on to the picture e.g. “I am a monkey swinging from the tree” and takes up that frozen position
• PLAYER 3 enters and adds on: e.g. “I am a banana, being eaten by the monkey” and creates the shape of a banana, connected to the monkey….
• Etc etc until all players have joined. PLAYER 1 then gets to choose who remains in the picture e.g. “The banana stays”. E.g. then PLAYER 2 would begin the next round with a new position.

Physical Offers & Storytelling

WHAT:

Space Jump

HOW:

Refer to Games List HERE

WHY:

• Emphasise the need for COMMITMENT – making offers
• Emphasise the need for COLLABORATION – listening and accepting offers

Provide enough space for students to move around freely without injury

Head Coach:

• to instruct

Coach:

• to demonstrate and crowd control
• Give stars for good listeners and contributors to the conversation
• assist with crowd control – students get VERY excited during this game.

Tell the kids they have to count to AT LEAST 30 whole seconds before they can call “Space Jump”

Encourage specific offers to begin the scene – no vague offers allowed, no asking “what are you doing” to begin the scene – be generous with how much info you give your partner!

Session 9 – Revision / Session 10 – Improv Competition

Session 9 – Revision
Session 10 – Improv Competition

WHAT:

Session 9 will preparation students for Session 10 where students will have an Improv competition – explain they will be put into teams and then receive team and individual stars for demonstrating:

– COURAGE
– COLLABORATION
– COMPASSION
– COMMITMENT

HOW:

• Session 9 run through chosen exercises and games that best engaged and challenged your students throughout the term.
• Revise the rules of these games with the kids in this session
• Session 10 conduct lightning rounds of your chosen games as the competition.

WHY:

Emphasise the need to demonstrate

– COURAGE
– COLLABORATION
– COMPASSION
– COMMITMENT

• provide space for students to move freely without injury
• have examples ready to go before commencing this exercise (alternatively students could provide examples)

Head Coach:

HEAD COACH should choose the exercises and games that you think best engaged and challenged your students throughout the term. You will revise the rules of these games with the kids in today’s lesson, and conduct lightning rounds of your chosen games in Wk 10 for the competition.

Students can provide feedback one which tasks and games they enjoyed

Vocal & Physical Warm up

WHAT:

Quick vocal and physical warm up of your choice

HOW:

Refer to Games List HERE

or Ask students for suggestions

WHY:

• Emphasise the need for COMMITMENT while moving around the room.

• Emphasise the need for COLLABORATION while working in groups to make tableaus.

Provide enough space for students to move around freely without injury

Head Coach:

• to instruct

Coach:

• to demonstrate and crowd control
• Give stars for good listeners and contributors to the conversation

Refer back to earlier sessions for ideas based on students interactions and which ones that were successfully received by students

Suggested Games

GAME 1:

Charades Relay

GAME 2:

Excuses Relay or Banana Custard

GAME 3:

Space Jump

GAME 4:

Alien or Kingdom My King

HOW:

Refer to Games List HERE

Refer to previous sessions

Review the rules and skills required and explain how they can earn points

WHY:

• Emphasise COLLABORATION as students work together
• Emphasise COMMITMENT & COURAGE

Provide enough space for students to move around freely without injury

Head Coach:

• to instruct

Coach:

• to demonstrate and crowd control
• Give stars for good listeners and contributors to the conversation
• assist with crowd control – students get VERY excited during this game.

Refer back to earlier sessions for ideas based on students interactions and which ones that were successfully received by students