The Arts · Grade 5

Active learning ideas

The Art of Improvisation

Active learning through games and exercises lets students experience improvisation’s core skills in real time. When students practice the 'yes, and' rule in structured ways, they internalize collaboration without overthinking, which builds confidence faster than explanations alone.

• Ontario Curriculum Expectations
• E1.1

• 15–30 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Simulation Game
• 20 min · Whole Class

Circle Game: Yes, And Chain

Students sit in a circle and start with one person offering an idea, like 'We're on a spaceship.' Each adds using 'yes, and,' building a story. Rotate quickly to keep energy high. Debrief on how listening shaped the tale.

Explain why saying 'yes, and' is considered an important rule in improvisation.

Facilitation Tip

In the Individual to Group: Emotion Switch, pause the activity to highlight how changing emotions shifts the scene’s direction, reinforcing listening as the driver.

What to look for

During a game, pause the scene and ask: 'What was the last offer made by your partner?' and 'How did you accept and build on that offer?' This checks immediate recall and understanding of 'yes, and'.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 02

• Simulation Game
• 15 min · Pairs

Pairs: Mirror Exercise

Partners face each other; one leads slow movements, the other mirrors exactly. Switch leaders after one minute. Discuss how focus and listening maintain the 'scene' without words.

Describe how to maintain a character when something unexpected happens in a scene.

What to look for

Students write on an index card: 'One thing I learned about listening in improv today is...' and 'One character trait I will focus on maintaining next time is...' This prompts reflection on key skills.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 03

• Simulation Game
• 30 min · Small Groups

Small Groups: Scene Starters

Give groups a prompt like 'Lost in the woods.' They improv a scene, practicing 'yes, and' and character holds. Perform for class. Reflect on unexpected turns.

Analyze how listening carefully to your partner changes the direction of an improvised scene.

What to look for

After a short improvised scene, students turn to a partner and share one thing they liked about their partner's contribution and one suggestion for how they could have built on an offer. Teacher observes and guides feedback.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 04

• Simulation Game
• 25 min · Small Groups

Individual to Group: Emotion Switch

Students start solo with an emotion walk, then pair up to improv scenes incorporating it. Groups merge, adapting characters. Note how flexibility keeps scenes alive.

Explain why saying 'yes, and' is considered an important rule in improvisation.

What to look for

During a game, pause the scene and ask: 'What was the last offer made by your partner?' and 'How did you accept and build on that offer?' This checks immediate recall and understanding of 'yes, and'.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

A few notes on teaching this unit

Teach improvisation by starting with games that make the rules visible and necessary. Avoid long lectures; instead, model the 'yes, and' rule yourself during activities and pause to highlight successful moments. Research shows students learn best when they feel the impact of their choices in the moment, so debrief after activities to connect their experiences to the skills they used.

Students will demonstrate listening, acceptance, and collaboration in each activity. They will show they can build on offers, maintain characters through surprises, and use their partner’s ideas to shape scenes naturally.

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Watch Out for These Misconceptions

• During the Circle Game: Yes, And Chain, watch for students who hesitate or say 'no' to an idea.

  Pause the game and remind them that accepting an offer means adding a small detail, even if it seems silly. Model how to say, 'Yes, and you’re wearing a striped shirt,' to keep the chain alive.

• During the Pairs: Mirror Exercise, watch for students who focus only on their own movements.

  Call out pairs who are matching well and ask them to add one new movement together, showing how collaboration creates something new from the same starting point.

• During Small Groups: Scene Starters, watch for students who ignore their partner’s ideas or try to force their own agenda.

  Step in and ask, 'What did your partner just say? How can you add to that?' This redirects them to listen and build, turning potential blocks into creative moments.

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Methods used in this brief

• Simulation Game