The Arts · Grade 9

Active learning ideas

Improvisation: 'Yes And' Principle

Active learning works for improvisation because the 'Yes And' principle relies on real-time engagement, where students must listen, respond, and build upon each other's ideas to create authentic scenes. These activities shift students from passive observation to active participation, developing skills that are difficult to teach through lecture alone.

• Ontario Curriculum Expectations
• TH:Cr1.1.HSII
• TH:Pr5.1.HSII

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

Activity 01

• Role Play
• 15 min · Pairs

Warm-Up: Yes And Mirror

Students pair up and face each other. One leads slow movements while the follower mirrors physically and adds a verbal 'Yes And' statement to build a scenario, such as 'Yes, and we're explorers.' Switch leaders after two minutes. Debrief on listening cues.

What makes an improvised scene feel authentic to an audience?

Facilitation Tip

During 'Yes And Mirror,' stand at the front of the room to model full-body mirroring with exaggerated gestures, ensuring students commit to their partners' movements.

What to look for

In pairs, students perform a short improvised scene (2-3 minutes). After the scene, partners provide feedback using these prompts: 'What was one offer your partner made that you easily accepted and built upon? What was one moment where the scene could have been advanced further with a stronger 'Yes And' response?'

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

Activity 02

• Role Play
• 20 min · Pairs

Pairs: Emotion Ball

Partners toss an imaginary ball while naming emotions with 'Yes And,' like 'Yes, angry, and exploding!' Catch and evolve the energy. Progress to incorporating movements. End with pairs creating a short scene from the final emotion.

How does active listening influence the direction of a performance?

Facilitation Tip

In 'Emotion Ball,' hold up emotion cards face down so students must commit to the emotion drawn without second-guessing.

What to look for

Students write a brief reflection on a recent improvisation exercise. Prompt: 'Describe one instance where you successfully applied the 'Yes And' principle and how it helped the scene. Then, describe one instance where you or a partner 'blocked' an offer and what the impact was.'

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

Activity 03

• Role Play
• 30 min · Small Groups

Small Groups: Scene Chain

In groups of four, students build a scene one line at a time using 'Yes And.' First student starts with an offer; others add sequentially. Rotate starters. Groups perform one chain for the class and note authentic moments.

Justify why the willingness to fail is important in the creative process of improvisation.

Facilitation Tip

For 'Scene Chain,' circulate the room with a timer visible to all groups, keeping the pace brisk to encourage quick thinking and reduce overthinking.

What to look for

Teacher observes students during a 'Yes And' game (e.g., 'Word-at-a-Time Story'). The teacher notes which students are consistently accepting and adding to offers, and which are struggling to move beyond simple acceptance or are blocking. Teacher can ask clarifying questions like, 'What did you add to your partner's idea in that last turn?'

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

Activity 04

• Role Play
• 25 min · Whole Class

Whole Class: Group Story Circle

Students sit in a circle. One begins a story with an opening line; each adds using 'Yes And.' Use a ball to pass turns. Restart if blocked. Reflect on how listening influenced plot twists.

What makes an improvised scene feel authentic to an audience?

What to look for

In pairs, students perform a short improvised scene (2-3 minutes). After the scene, partners provide feedback using these prompts: 'What was one offer your partner made that you easily accepted and built upon? What was one moment where the scene could have been advanced further with a stronger 'Yes And' response?'

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

A few notes on teaching this unit

Teach this topic by prioritizing safety and trust in the room first, as students must feel comfortable making mistakes. Use structured activities with clear time limits to reduce pressure, and debrief after each exercise to highlight how 'Yes And' builds scenes naturally. Research shows that students learn improvisation best when they focus on listening and reacting rather than on performing, so emphasize process over product.

Students will demonstrate confidence in accepting and extending their partners' offers without hesitation, showing active listening through their verbal and physical responses. They will also reflect on how commitment to the scene's reality contributes to its believability and audience engagement.

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Watch Out for These Misconceptions

• During 'Yes And Mirror,' some students may worry that accepting their partner's movement means they are not being creative.

  Pause the activity to remind students that 'Yes And' in mirroring means committing fully to their partner's motion, which then allows them to creatively expand on it in the next beat.

• During 'Emotion Ball,' students might assume that improvisation must always be funny or lighthearted.

  Use the emotion cards to show that serious or intense emotions can drive a scene just as effectively. Ask students to reflect on how a dramatic scene feels more authentic than a forced joke.

• During 'Scene Chain,' students may believe that improvisation skills are something you either have or don't have.

  Have students track their progress in a journal, noting how their 'Yes And' responses become more natural with each round. Point out specific moments where their offers were accepted and built upon by peers.

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Methods used in this brief

• Role Play