The Arts · Grade 12

Active learning ideas

Improvisation in Performance

Active learning works for improvisation because spontaneity thrives when students engage physically and collaboratively. These activities build trust and risk-taking, essential for authentic performance. Students learn best by doing, not just discussing, which makes improv skills stick.

• Ontario Curriculum Expectations
• VA:Cr1.2.HSIII
• VA:Cr2.1.HSIII

• 20–35 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Experiential Learning
• 25 min · Pairs

Pairs: Mirroring Movements

Students face partners across the room. One leads subtle gestures or poses, the other mirrors precisely without speaking. Switch leaders every 2 minutes, then layer in emotions or music. Conclude with pairs sharing what built trust and spontaneity.

Explain how improvisation fosters spontaneity and authenticity in performance.

Facilitation Tip

During Pairs: Mirroring Movements, circulate and remind students to match their partner’s tempo and energy, not just mimic shapes.

What to look for

After a group improvisation exercise, have students observe their peers. Provide a checklist with criteria such as: 'Accepted offers from others', 'Built on partner's ideas', 'Maintained character/objective'. Students mark observations and provide one specific positive comment and one suggestion for improvement.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 02

• Experiential Learning
• 35 min · Small Groups

Small Groups: Scenario Builds

Assign groups of 4 a prompt, such as 'unexpected encounter in a storm'. They improvise a 3-minute scene blending dance and dialogue, using 'yes, and' to advance the narrative. Rotate who initiates, then reflect on problem-solving choices.

Design an improvisational exercise that encourages creative problem-solving.

Facilitation Tip

For Scenario Builds, assign clear roles and time limits to prevent over-planning or hesitation.

What to look for

Pose the question: 'How did the use of the 'yes, and...' rule influence the flow and creativity of our last improvisation?' Facilitate a brief class discussion, encouraging students to share specific examples from their experience.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 03

• Experiential Learning
• 30 min · Whole Class

Whole Class: Emotion Chain

Form a circle. Teacher names an emotion; first student moves and vocalizes it. Next student adds, connecting to the previous. Continue until all participate, then discuss how chain fostered authentic responses.

Assess the balance between structure and freedom in successful improvisational performances.

Facilitation Tip

In Emotion Chain, demonstrate how to transition emotions smoothly by using breath and facial cues.

What to look for

Present students with a short, pre-written scene outline with a clear conflict. Ask them to individually write down three possible ways a character could respond to the conflict spontaneously, focusing on unexpected but logical choices.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 04

• Experiential Learning
• 20 min · Individual

Individual: Solo Response Journal

Students receive a personal prompt, like 'a memory in motion'. They improvise alone for 3 minutes, video or note key elements. Pairs then share and build duets from solos.

Explain how improvisation fosters spontaneity and authenticity in performance.

Facilitation Tip

Require students to jot down their Solo Response Journal entries immediately after prompts to capture raw ideas before over-editing.

What to look for

After a group improvisation exercise, have students observe their peers. Provide a checklist with criteria such as: 'Accepted offers from others', 'Built on partner's ideas', 'Maintained character/objective'. Students mark observations and provide one specific positive comment and one suggestion for improvement.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

A few notes on teaching this unit

Teachers should model improvisation themselves, showing vulnerability and humor to normalize mistakes. Avoid over-correcting early attempts; instead, reinforce the 'yes, and' principle to build group cohesion. Research shows that structured improvisation improves creative problem-solving and social awareness, so frame it as a skill, not just a game.

Successful learning looks like students responding quickly to prompts while staying present with their partners. They should show creativity within structure, responding authentically to both movement and dialogue cues. Growth is visible when students move from hesitation to confidence in real time.

---

Watch Out for These Misconceptions

• During Pairs: Mirroring Movements, watch for students assuming improv is complete chaos with no rules or preparation.

  Use this activity to introduce the 'mirroring agreement' rule: one partner leads, the other follows exactly for 60 seconds, then switch. Discuss how this structure builds trust and focus, countering the idea that improv lacks guidelines.

• During Small Groups: Scenario Builds, watch for students believing only outgoing or 'talented' students succeed at improvisation.

  Before starting, have students share one personal object they’d bring to their scenario. This gives quiet students a concrete starting point, and the group can build from there, highlighting that improv skills grow with practice for everyone.

• During Whole Class: Emotion Chain, watch for students assuming improvisation suits comedy but not serious dance or theater.

  Use this activity to assign emotional states like grief, determination, or nostalgia. After the chain, discuss how these moments connect to professional works, such as Pina Bausch’s choreography, to show improv’s depth beyond comedy.

---

Methods used in this brief

• Experiential Learning