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What skills make a great improviser?
What skills make a great improviser?
Challenge Instructions
Challenge Instructions
In this challenge, you’ll explore five improv guidelines, watch experienced improvisers, and practice with classmates. You don’t have to be funny or know exactly what to say. Your goal is to try the skills, notice what happens, and learn from each round.
STEP
STEP
1
1
Watch This
Watch This
Two performers can only use two lines each. Watch how the actors keep the scene going anyway. What do they do besides saying new words? Notice one example.
These are experienced performers. You don’t need to be this fast or funny to succeed in our challenge.
Then...
Then...
Initial Thoughts
Initial Thoughts
<------- Complete the Google Form. Open the form and select Initial Thoughts. Take two minutes to respond: What skills make a great improviser?
Use your own ideas and anything you noticed in the video. You don’t need the right answer yet. This is your starting point.
STEP
STEP
2
2
Multiple Perspectives
Multiple Perspectives
Explore all five improv guidelines below. When a task offers resource choices, choose one to watch or read. You can explore more if you’re curious.
As you go, think: What would this skill look like in a scene? You’ll share your learning in the form after all five tasks.
TASK 1:
TASK 1:
First Skill of Improve: Yes, and...
First Skill of Improve: Yes, and...
What does it mean to 'accept the offer'?
What does it mean to 'accept the offer'?
An offer is something your partner adds to the scene through words or actions. Accepting it means treating it as part of your shared reality and building on it.
If your partner says, “We’re locked out,” you might reply, “I’ll check whether the back door is open.”
“Yes, and” doesn’t mean you must say those words or agree with everything your partner wants.
Think about: How can you show that you accepted an offer?CHOOSE ONE OR MORE OF THE RESOURCES BELOW TO EXPLORE
Video
Video
If offers are the building blocks of improvisation, accepting is how we put them to use.
It seems simple, but it takes some work to get into the habit of consistently saying yes to new information. Teams that accept offers well do not just say, “Yes,” they say “Yes and…” expanding on the original offer and contributing to the scene. They are affected by the offers made by their teammates and act on the opportunities that are set up in the scene. Good accepting also means heightening offers and making them more important. Justification can also be used to put offers into the proper context of the scene.
TASK 2:
TASK 2:
Second Skill of Improve: Make An Offer
Second Skill of Improve: Make An Offer
What does it mean to 'make a choice/bring something to the scene'?
What does it mean to 'make a choice/bring something to the scene'?
Making an offer means adding something your partner can use: a place, a relationship, an activity, or a specific detail.
Instead of “What are we doing?” try “Grandma, where should I put these birthday candles?” Your partner now has information to build on.
A strong offer can be simple. Leave room for your partner to contribute.
Think about: What could you say or do that gives your partner something to work with?
CHOOSE ONE OR MORE RESOURCES BELOW TO EXPLORE
Video and Article
Video and Article
When making offers well, players should be presenting new information to a scene, and showing spontaneity by reducing hesitation. They should be creating opportunities for the other players to reveal character, forward the game or use the suggestion. They should employ the skill of endowment, making choices about the other characters and environment, as well as using specificity an detail to enrich the scene.
TASK 3:
TASK 3:
Third Skill of Improve: Take the Active Choice
Third Skill of Improve: Take the Active Choice
What does it mean to 'take the active choice'?
What does it mean to 'take the active choice'?
Show what’s happening through actions as well as words. You might fold laundry, search for a missing key, or turn toward your partner when they say something unexpected.
Your actions can be small or done while seated. You don’t need to move constantly. Try the video’s suggestions as experiments, then notice which actions help the scene.
Think about: What could you do to help the audience understand the situation or your response to your partner?
Video
Video
TASK 4:
TASK 4:
Fourth Skill of Improve: Make Your Partner Look Good
Fourth Skill of Improve: Make Your Partner Look Good
What does it mean to 'make you partner look good'?
What does it mean to 'make you partner look good'?
Help your partner by listening, building on their ideas, and giving them room to contribute.
If they begin carrying a heavy imaginary box, you could grab the other end and say, “Let’s put it beside the door.”
Your characters can disagree while you work together as actors. Supporting your partner doesn’t mean giving in to everything their character wants.
Think about: What could you do to help your partner contribute to the scene?
CHOOSE ONE OR MORE
TASK 5:
TASK 5:
Fifth Skill of Improve: Relax
Fifth Skill of Improve: Relax
What does it mean to 'not force the humor'?
What does it mean to 'not force the humor'?
You don’t have to make people laugh to do good improv. Focus on the situation, listen to your partner, and build the scene together.
It’s okay to pause. You can feel nervous and still make useful choices.
Watch: the beginning through 1:53. The rest is optional.
Think about: How could trying too hard to be funny get in the way of a scene?
Video
Video
STEP
STEP
4
4
Share Your Learning
Share Your Learning
Complete the Google Form ---------->
Open the form again and select Share Your Learning.
Use what you learned from the five tasks to explain the improv guidelines in your own words. Include specific examples of what an actor could say or do. You may look back at the resources while you respond.
STEP
STEP
5
5
Apply Your Learning
Apply Your Learning
Now try the guidelines with classmates. Choose one of the practice activities below and play several short rounds. After each round, discuss what worked and choose one thing to try next.
Each person will describe a specific moment when their partner’s words or actions affected what they did next. The goal is practice and improvement. You don’t need a polished or funny performance.
Choose ONE of the following activities to complete. Attach to Google Classroom when complete. You do not need to record a video for this challenge.
Option 1: Build It Together
Practice: accepting offers and adding useful information.
1. With a partner, choose a shared activity: packing for a trip, decorating for a party, or organizing a donation table.
2. Play a one-minute scene. Begin doing the activity and add details through words and actions. Build on what your partner contributes.
3. Afterward, each person names one offer their partner made and how they used it.
4. Choose one improvement and play again with a new situation. Complete three rounds, alternating who starts.
You may sit or stand. Use imaginary objects and leave the dialogue unplanned.
Option 2: Show It Together
Practice: active choices and supporting your partner.
1. With a partner, choose a shared activity: washing a dog, setting up a campsite, or baking cookies.
2. Begin with 15 seconds of silent action. Use imaginary objects and notice what your partner establishes.
3. Continue the scene with words and actions for one minute. Keep using the space and objects you created together.
4. Afterward, each person names one action their partner made and how they responded.
5. Choose one improvement and try a new situation. Complete three rounds, alternating who begins.
You may sit or stand. Small actions count. Leave the dialogue unplanned.
Option 3: Take Your Time
Practice: listening and building a scene without forcing humor.
1. With a partner, choose a situation: two friends waiting for a late bus, siblings sorting old photos, or teammates cleaning up after practice.
2. Play a one-minute scene. Give yourselves time to hear and respond to each other. Pauses are welcome. Let humor happen if it happens.
3. Afterward, each person names something their partner said or did that affected their next choice.
4. Choose one improvement and try a new situation. Complete three rounds, alternating who starts.
You may sit or stand. Leave the dialogue unplanned and let both partners contribute.
Did you attach your work to Google Classroom?
Did you attach your work to Google Classroom?
After Your Three Rounds
Each person writes their own response in a Google Doc:
- Which activity and improv guideline did you practice?
- Describe one moment: “My partner said or did ___. I understood that as ___. So I ___.”
- What did you try differently in a later round? How did it affect the scene?
Example: “My partner stopped lifting the imaginary box and shook out their hands. I understood that as the box being too heavy. So I set down my end and suggested we slide it together.”
DON'T FORGET TO HIT THE "TURN IN" BUTTON ONCE COMPLETE!
STEP
STEP
6
6
Revise Your Thinking
Revise Your Thinking
Complete the Google Form ------------>
After you finish your improv practice, open the form one last time and select Revised Thinking.
Answer “What skills make a great improviser?” again. Use a specific moment from your practice to explain what you learned. Then choose three words you want to remember.
Congratulations! You're all done!
Congratulations! You're all done!
Finished Early?
Choose a different practice option and complete three more rounds. Try a new situation each time. After each round, name one thing your partner did that influenced your response.
If you’re ready for more challenge, agree on who you are to each other and give each person a different want. Share those wants before you begin, but leave the dialogue and ending unplanned.
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