improvisation exercises

Drama Class Exercises for the First Two Weeks of School

July 6, 2022 By dhcbaldwin Leave a Comment

Drama Exercises for the First Two Weeks of School

I receive quite a few emails asking, “I have a question about drama exercises for the first two weeks of school. What would you suggest?” That’s a really important question. After thirty-eight years of teaching various theater classes, I have a pretty good handle on what works for me.

However, I’ve been where you are–staring at a blank calendar anxiously wondering what is most important and where you should begin with your class. I think it’s only natural that you feel this way. Simply put–get to know your students.

Everything, and I mean, everything will go much better if you get to know your students! I don’t advise jumping on a bunch of rules unless your list is short like mine (Three R’s–respect, responsibility and ready to learn.) Just about every situation can be addressed using the three expectations. But that’s me.

Pick up this ready-to-go 5 Day of Middle School Drama Lessons.

If you need a scope and sequence for middle school students, here is one: Drama Curriculum Scope and Sequence

GROUP HUG AFTER WILLY WONKA (I’M THE BLONDE HEAD IN THE MIDDLE)

Building Teacher/Student Relationships

When I was looking around for information concerning building teacher/student relationships, I stumbled upon this quote from the EducationNorthwest.org:

“When teachers make an intentional effort to get to know each of their students, it can foster in students a sense of belonging and connection to school—which can then build a foundation for academic success. Positive teacher-student relationships lead to increased cooperation and engagement in the classroom.”

Here’s another quip I appreciate from Reach.com: “Understanding your students’ interests will help you to provide them with quality learning opportunities. By giving them the opportunity to explore areas they are interested in – for example, the environment – they will be more likely to engage with the learning process.”

I believe that getting to know your students and vice versa, is imperative to everyone’s success!

Here’s a recent Instagram interview where I speak about particular games. https://www.instagram.com/tv/ChsDNC8MMgh/?igshid=Y2ZmNzg0YzQ=

Elementary School Creative Dramatics Class Warm-Ups

Elementary students are so sweet and enjoy just about everything you share with them. One old standby of mine is Wax Museum. Most people know this game, but if not check it out here: Wax Museum

When I Go to California is a terrific game for a smaller to medium size class. The more outlandish the objects the students “take” on their imaginary trip, the better. It goes like this:

Two of the most important skills an actor needs is the ability to concentrate and memorize. This exercise will do just that!⁣
You need an open area to play this. This game takes no materials and that’s always a nice thing, huh? ⁣
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First, students sit in a circle on the floor. ⁣Person A stands and says, “WHEN I GO TO CALFORNIA, I WILL TAKE MY ____” and pantomimes something unusual he would take on a trip. (i.e. an elephant) Person A should make the sound of the object if it makes one. ⁣Person A sits again. ⁣

Person B stands and says, “When I go to California, I will take my (Person As object) and my________” and pantomimes another unusual object. ⁣
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The game continues until everyone has a chance to participate. ⁣An object can not be copied by another person as their choice for their object. You also may need to help students when they forget objects. (I encourage students to help as well.)

If you are looking for a week’s worth of drama lessons to begin your school year, check out: First Week of School Drama Class

Or check out this one-which is a good one to use the first week of classes in elementary and middle school: Drama Circle
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Middle School Drama Class Warm-Ups

I will admit that I enjoy teaching middle school students the most. Here’s a recent Facebook Live where I speak about teaching theater to students: Facebook Live with Deb the Storyteller

Middle School students can be shy or extrovertive. Every class is different, so adjust your expectations according to what you observe right off the bat. When your students enter your classroom, do they appear to be familiar with anyone (make a B line to sit with them), sit at the back or maybe the front of the room?

Nevertheless, middle school students love games of any sort. Usually, I get them up on their feet and run through the Alliteration Name Game (you may know it by a different name). You can read about this game here: Drama Games for the Introvertive Student

This exercise will take atleast 20 minutes. It’s important to take your time and if you find there is a student who can’t come up with an idea for their name, others may help him. Also, I require that students applaud after each person shares their name. Why? Because it establishes that everyone is equal and we appreciate everyone’s talent in the class.

Drama Exercises for the First Week of School

This exercise that will take several days to finish– 3 Things About Me. It goes like this:

You, the teacher, bring in 3 things which are important to you–maybe a family photo, your first doll, a medal for something you entered and won–that sort of thing. Take about 5 minutes to explain the items. Hand out sign up sheet for several days. Students sign up for a particular day. When I assign this, I encourage the students to have at least one really unusual thing to share with the class. That makes it far more interesting. I give participation points–a blanket 10 points.

I’d advise warming up the class each day. This tag is a really good one for day two or three. You can pick up here for free: Firecracker Tag.

Another warm up which is good is the Three Word Improvisation. I would use this on about day five with older middle school students. Go here to pick up this game: Three Word Improvisation

If you’d like some more warm ups, go to my Instagram guide.

High School Students Theater Class Warm-Ups

High School students are great to teach, too. I’ve had some amazing high school theater classes. Hopefully, students enrolled in your high school theater class are there because they signed up for the class which is not always the case with middle school students. If the students elected to take your class, then I’d start right in with your lessons.

If your students are new to theater (such as a Theater 101 course) a really great warm up for them (and quite difficult) is Name Volleyball. You can pick it up here: NAME VOLLEYBALL PDF

Or another is Curveball Story

Description: (many thanks to Hoopla.com for this one) This is played in pairs (trios work too). One person makes up a story. As they tell it, the other will call out random words that need to be incorporated into the story. Wait for the last word to be folded in before giving another. (Honestly, I think even elementary students can play this game, but I thought it would be really funny with older students.)

Variations
Similar to What If? where the other person says something like “what if it started raining?” “What if you jumped on a boat?” and they incorporate that into the story.

Want a game that can last the entire class period? This is the one! For years, I have used this game which was titled, Hang Man Charades. However, that is an offensive name so I call it Dancing Man Charades. Pick it up here: DANCING MAN CHARADES PDF

My Recommendation for Theater Teachers

Recently, in a teachers Facebook group a drama teacher asked, “Do I really have to do warm ups every class period?”

No, you don’t especially if you think you have their attention. However, warm ups usually help everyone–there are lots of laughs (which for some students is the only time they laugh their entire day), acknowledge a person’s skill that no one was aware that they had (like the shy kid who can tell a heck of a story.) They even help you!

I could be shooting myself in the foot here, but for warm ups for elementary and middle school students I recommend Theater Games for the Classroom by Viola Spolin. One of the assets of this book which I like is the use of side coaching. Because of this book, I learned to side coach my students which is inordinately vital with elementary and middle schoolers. For high school, pick up her Improvisation for the Theater. Equally as useful and powerful. Grab a free collection of warm ups for middle school here.

What games and exercises do you like to use at the beginning of the school year? I’d love it if you would share them with me? Contact me at DhcBaldwin@gmail.com

Drama Games for the Introvertive Student

March 16, 2021 By dhcbaldwin 6 Comments

Drama Games for the Introvertive Student

Is that possible? Drama students can be shy? I know it’s tough to believe, because we are a noisy bunch. So let’s talk about drama games for the introvertive student.

For various reasons, the answer is a resounding “yes!”

Recently, I read a post from a teacher lamenting about this on a Drama Teachers Group Facebook. Her shy students wouldn’t budge from their seats no matter what she tried–and these were fifth and sixth graders.

What Do You Do with Reluctant Students?

After teaching for thirty-eight some years, as you might imagine, I taught all types of students from the most enthusiastic class to the smallest and most shy. Honestly, I can figure out a class dynamic fairly fast, because of my experiences.

Do you need help?

Like adults, students are primarily afraid of the unknown. Aren’t we all? Additionally, I’ve had adults who desperately want to participate in a play but scare themselves off before they even sign up for an audition. Students might have older siblings telling them embarrassing stories about their experiences in a drama class.

Everyone Makes Mistakes

Or they’ve seen bloopers on Youtube.com and put themselves in place of the performers and suddenly “everyone” sees the mistakes. Little do they know the performers actually shared their bloopers for the express purpose of getting likes. You never know what your students think a drama class looks like.

My advice is to dispel any myths about drama class which they might have accepted as truth. Myths of drama class are: we always act, lines must always be memorized, classmates will laugh and ridicule our performance, we will be asked to do something embarrassing, etc. Generally, students worry about their image at all times whether they are in a drama class or in the hallway. The last thing the teacher wants to do is feed that anxiety.

The best way to de-mystify their worries is by starting very slowly. Use drama games and exercises in which everyone can have success. Or if that seems too much for them, start with technical theater lessons first.

Drama Games for Shy Students

Here are a few of my go-to games for the introvertive or reluctant student:

“Alliteration Name” Game--A lot of teachers use this game, however in drama class, we are a bit more expressive. I expect students to come up with word which describes you realistically or unrealistically. They must add a gesture of some kind and they can choose the rate of delivery for the line (fast or slow), add an accent and certainly choose some emotion to convey through the line. I demonstrate first that gives the students an example of what their interpretation should look like. If a student is stumped when their turn comes up, I direct them and even demonstrate an idea. Usually, that’s all the reluctant needs. Once they have a little success with the exercise, they see where they can fit into the class.
“Copy Me”–I like this game because it’s a simple premise: the student copies the tone, inflection and body position of the person before them. Then they do their own version of the same line. Suddenly, the worry about performing is minimized. How hard is it to imitate someone? We do it all the time whether we realize it or not. We pick up vocal inflections, a person’s delivery and even their gestures. Think you don’t? Have you ever mocked someone or demonstrated to someone how something was said to you? Yup.

More Games and Exercises for Shy Students

“This is not a hanger”-–This exercise relies on a person’s imagination, however the challenge is very focused. We just come up with something which is the same shape as a hanger. It could be large (pyramid) or small (earring), used (an iron) or enjoyed (a martini.) You do need a hanger for the students to see. Go around the class and when they are ready to participate, instruct them to say, “This is not a hanger, it’s a _____________.” There is only one rule– once that thing is suggested, no one can suggest it a second time.
“Lean and Leave”—This exercise strengthens the imagination and uses the body for demonstration. Person A pretends to lean on something such as a wall and must be able to hold the position indefinitely. Person B goes to Person A and leans against Person A in some particular way. (For instance, if Person A is pretending to lean on a wall with one hand, Person B might rest their elbow on the back of Person A. Person A asks Person B, “Are you ready?” because Person B must be able to lean indefinitely without Person A there. Person A steps away. Person C goes to Person B and leans against them in another unusual way (for instance, they lean with their back against Person B). Person B asks the same question of Person C and so forth. Everyone can participate in this exercise. It’s very engaging and different. I always challenge students to lean on different planes—high, medium or low, or putting their feet up on the other person and so on. I’m known to instruct the new leaning person to turn his head or bend an arm to show the difference in the look—just like those sculpture people.
“Tableau”—Though not a game, any student can have success with tableau. Furthermore, it takes very little investment on the part of the student. Students work in a group (that’s a real plus), they choose a story to demonstrate (for instance they show the beginning of the story, its middle and end) and there are no spoken lines. Ultimately, they merely freeze in place as part of the tableau. If the students are feeling comfortable, take this exercises a little farther by tapping each student and allowing them to say something as the character. Again, keep it nice and friendly.

Building Connections Through Play: Mind Meld & Drama Circles

“Mind Meld”—The goal is for two people to say things together until they reach the same word. It begins by one person saying “one,” the second person saying “two,” and then both people counting to three together. They then say anything at all – a person, place, idea, concept, phrase: anything.
Then we think what the common thing between those two things or associated with those two things would be. We repeat the one, two, three and try to use the two previously stated things to arrive at a third, common one. We keep trying each time until we say the same word.When we finally arrive at the same word we sing and dance to “It was a mind meld, it was a mind meld, it happens all the time, it was a mind meld.”Sometimes it is played with the same pair of people all the way through until they connect on a word. Sometimes the group can opt in and out and it is played between the team.
Drama Circles—Drama circles are a wonderful way to involve your more shy or reluctant students. Please your students in a circle (usually we sit on the floor). Pass out a card to each student. Each card tells them a part of a story. Their job is to tell it to the rest of the circle. You can even give one card for a small group who dramatize the story with movement, sound or tableaux. Pick up this resource for an example: Drama Circle
Group Based Improvisation Exercises–Once your students appear comfortable with your class, you might try these improvisation exercises. If it were me and this was the beginning of the year, I would try one the second week of classes. Grab it here.

If you are looking for more warm up exercises or games, check out my Instagram page @dramamommaspeaks

Where Do I Go From Here?

If you are seeking more advice from an experienced drama teacher and director, read some other posts of mine:

The Ultimate Guide for Drama Teachers: Creative Movement? Are you Kidding Me?

Three Lessons to Engage Your Drama Class Using Differentiation

Drama Lessons for Middle Grades from an Award Winning Drama Teacher

Come join my monthly newsletter! I give advice, tips, suggestions, announce new drama resources I’ve created in the month and a FREE warm-up exercise. You can join here DramaMommaSpeaks newletter

Need a lesson you can use tomorrow, check out this one Drama Class: A Playwriting Unit or How to Help Your Students Feel Seen

Click here: We’re Live! Radio Theater #101

Three Lessons to Engage Your Drama Class Using Differentiation

February 3, 2021 By dhcbaldwin 2 Comments

Three Lessons to Engage Your Drama Class Using Differentiation

Today I want to talk with you about three lessons to engage your drama class using differentiation.

I wasn’t a very good math student when I was a child. I made it okay to third grade but then Mrs. Gibson had to take off the rest of the school year. Mrs. Butterfield tried to teach me, but I got behind during division and then fell through the cracks. Of course, we only learned from textbooks–no cute clipart, certainly nothing thematic and blah, blah blah.

Our daughters were great math students. That was some thirty years later and students were using manipulatives and calculators. Wow, what a difference! Observing them utilizing various methods of learning to arrive at an answer, I know I could have done it, too. My math skills would be much better than at present.

What does “differentiation” mean to you?

“Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.”

I can’t imagine a drama teacher not using differentiation, can you? It’s just what we do~

When I was researching this topic, I found some great information and suggestions. One in particular from the Ontario Ministry of Education shared a tremendous example. You really should check this out: edugain.ca

The best point made was that differentiation can offer many choices for students in their learning. Throughout this terrific lesson the students were instructed to change their groupings, involve other classmates, shuffle themselves while continuing to learn.

Want some more help in the classroom? Check out my FREE Guide and ten page lesson Here

Oh, I do that naturally! I don’t know about you, but I like changing the group chemistry. Have you ever worked on a problem with student learning groups and they solve it one way and another group solves it a different way?

Number One: Creative Movement

After reading this cool lesson from the Ontario Ministry of Education, I was reminded of a movement warm-up exercise from Viola Spolin’s book, Theater Games in the Classroom.

The warm up is called Freeze and Melt. It’s not an easy warm-up (best with middle grades and older.) Usually students need to be fairly comfortable with each other and/or willing participants.

Basically, they create a statue.

Here is my version–I encourage them to put themselves in unusual positions–twists, bent over, one arm stretched out, etc. One requirement is absolutely a must– They must be physically connected to their partner. Usually, I suggest they connect foot to foot because it’s the least threatening contact.

As always, the lights are turned low in the classroom which helps them feel less vulnerable and exposed. Classical music is played in the background to encourage a calm and relaxed feeling.

Once the students create their “statue”, I give them instructions about the different places the imaginary sun would be warmest on their body. Their job is to melt very slowly focused on that part of their body where the sun is warming them. I give each melting movement about five to ten seconds. I coach them as they move, so they don’t rush by counting them down. At this point, I ask them to freeze again. Observing them, I point out interesting shapes which occurred for them. We try a different place for the sun to warm them. They melt and freeze when I direct them.

Now they understand the warm up.

We end the exercise. They shake out. I give them a second to chat with their friend and take a new position.

We begin again and go through the same steps. I encourage them to remember their face can express a particular emotion. This deepens the experience for them as they realize the value of facial expression. However, this time, the exercise lasts at least a minute (which sounds like a short time, but is actually quite long when you consider what I’ve asked of them to do.)

Now for differentiation--the group brings in two more people. I give them very little time to make this new group, because I don’t want them to think too much.

The third time I push them to freeze in unusual positions. At the very end of the exercise, I charged the students slowly “ooze” to the floor. We do this very slowly–on a ten count. I encourage them to take unusual, ugly positions. This is absolutely fascinating to watch!

If the class is very comfortable with the exercise, I’ve been known to have all of them create a statue together. I like to push my students because I know if they trust me and they are relaxed and having fun, anything is possible. Check out this blog post for more movement suggestions: The Ultimate Guide for Drama Teachers: Creative Movement? Are you Kidding Me?

or check out this Thanksgiving themed creative movement lesson

Number Two: Set Design

It is very infrequent for me that I do not give students choices. I mean, don’t you like it when you get to select the size of drink you’d like instead of someone just slapping down a huge soda when you thought it would be of a reasonable size? Me too.

My set design unit gives allows for differentiation. First, they can study it in parts. For instance, the set design rendering lesson gives them a chance to take their ideas and draw them.

Do you teach grades two to five? Pick up this free guide and ten page lesson Here:

Set Design Lesson

After they study set design, they have many choices. For instance, high school students are required to read a play of their choice. Middle grade students might read aloud a play they are studying, but they’ll design a set for it which they choose. In one set design unit, students design sets of their school. Again, choice!

When it comes time to build a scale model of their set, they find a partner. Additionally, this gives them an opportunity to make a decision as to who they would work best with and could work cooperatively with for several days. I like this requirement because it teaches them to consider their own learning styles while carefully considering their classmates’. Check out this blog post for more information Critical Steps in Producing a Play or Musical: Set Design

Did you know I have the secret to boosting student engagement? My new book, “We’re Live! Radio Theater #101” explains my journey to implementing this unique tool in the classroom. Check it out here

Number Three: Improvisation

No matter the class or grade level, I give students who are new to a drama class an opportunity to learn at their own pace. However, this does not mean we can wait until next year to try improvisation.

If a class is extremely reluctant, I’ll seek out the least worried student and demonstrate with them. If the students are ELL and language is a barrier for us, I will stay with theater games until I see them relax and begin enjoying the experiences. Again, this gives students another method of differentiation.

Check out this lesson: Theater Professions

Sometimes I will group students by the color of their shirt, shoes or season in which they were born. They never know how I will group them, because it depends upon their willingness to “play” along with me. Other times, they group themselves.

In most situations students write, read, listen, speak and demonstrate their learning to me. You might say I’m thorough, but I’m not pedantic–I ignore the small stuff and concentrate on the big picture. There is time enough to be perfectionistic down the road. Besides, no one is perfect. For more information about me, check out this blog post The Lessons I Learned from Working as a Drama Teacher

Here’s a brand new lesson which uses differentiation and cooperative learning–Norman Rockwell Paintings Creative Writing Play Dialogue Theater Arts lesson.

I’d never really thought about the ways I use differentiation in my classroom. Wow, I use it a lot. This was a good exercise for me to do! I hope it helps you, too!

How do you use differentiation in your classroom? Contact me at DhcBaldwin@gmail.com or DeborahBaldwin.net

Drama Class Exercises for the First Two Weeks of School