Improvisation and Empathy

Overview

This 45-minute drama session for Years 2-3 in New Zealand builds on previous character exploration work. It focuses on developing improvisation skills to foster empathy and spontaneity, supporting students to authentically step into their characters' perspectives. Students will work in pairs and small groups to create short improvised scenes responding to emotional and physical prompts, while practising active listening and authentic reactions.

This lesson aligns closely with the New Zealand Curriculum Refresh framework, particularly the strands and competencies related to students taking on roles, interpersonal communication, non-verbal communication, and communication for learning .

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Learning Objectives

By the end of the lesson, students will be able to:

• Take on a character role and respond in role with authenticity, developing empathy through imagination and improvisation (Linked to NZC Drama level 1-2 "Taking on roles") .

• Use expression, body language, and voice to convey emotions and intentions appropriate to their character (Interpersonal communication and non-verbal communication focus) .

• Actively listen to peers while in role, responding with spontaneity and appropriate emotion in improvisation activities (Communication for learning, listening and responding) .

• Collaborate in pairs and small groups to create simple dramatized scenes spontaneously, demonstrating confidence and respect for others’ ideas .

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Curriculum Links

• The Arts - Drama Levels 1-2 (Years 2-3)

  • Character and role: Students learn to take on roles and maintain them, using voice and movement to reflect character’s feelings and intentions.
  • Drama skills and strategies: Developing improvisation skills through spontaneous dramatization.
  • Communicating and interpreting: Using verbal and non-verbal communication to express ideas and feelings.

• Key Competencies

  • Managing self: Students participate with confidence and take risks in drama.
  • Relating to others: Listen actively and cooperate with peers in performance contexts.
  • Thinking: Respond creatively and reflect on actions within improvisations.

• English

  • Supporting oral language development through role play and verbal expression (oral language and interpersonal communication) .

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Resources Needed

• Open space or drama studio area
• Emotion cards (with faces showing different feelings)
• Character prompt cards (simple roles/scenarios familiar to students, e.g., shopkeeper, explorer, animal)
• Soft props or costume accessories for character support (optional)
• Timer or stopwatch

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Lesson Breakdown

1. Warm-up and Review (5 minutes)

• Gather students sitting in a circle.
• Briefly review previous lesson’s learnings on character exploration.
• Quick warm-up game: "Mirror pairs" — In pairs, one student leads simple movements and facial expressions; the other mirrors to tune into body language and expression.

2. Introduction to Improvisation and Empathy (5 minutes)

• Explain improvisation as “making up a story or scene on the spot” while staying true to your character.
• Discuss empathy: “Trying to understand what your character feels and thinks.”
• Show an emotion card and model a simple character reaction.
• Highlight the importance of listening carefully to others’ cues during improvisation to respond authentically.

3. Pair Improvisation Activity: Emotion Response (12 minutes)

• Students form pairs.
• Each pair picks a character card and an emotion card secretly.
• Pairs improvise a short 1-2 minute scene where one student shows the emotion through their character and the other responds naturally.
• Prompt pairs to listen carefully to each other's facial expressions, body language, and voice tone.
• Encourage creativity but emphasise authentic, empathetic reactions.

4. Small Group Scene Creation (15 minutes)

• Students form groups of 4-5.
• Each group receives a simple scenario prompt (e.g., preparing for a school picnic, lost in the forest, a day at the market).
• Groups assign roles and use improvisation to create a short scene, focusing on expressing emotions and reacting spontaneously.
• Teachers circulate, guiding groups to think about how their characters feel and encouraging active listening.
• After practice, groups present their scenes to the class.

5. Reflection and Closing Discussion (8 minutes)

• Gather whole class sitting in a circle.
• Facilitate a discussion about how it felt to improvise their characters and listen to others.
• Ask questions:
  • What did you notice about how your character felt?
  • How did you show your character’s feelings without words?
  • How did listening to your partner help you in your scene?
• Reinforce that improvisation helps us understand others better by stepping into their shoes.

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Assessment Opportunities

• Formative Observations: Monitor students’ ability to stay in role, use expression and body language to convey feelings, and listen/respond appropriately during improvisation.
• Peer and Self-Assessment: Use simple prompts for students to share what they learnt about their character and how they showed empathy.
• Teacher Notes: Record examples of students showing strong empathetic understanding or needing further support with role maintenance or non-verbal communication.

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Teaching Considerations

• Support students with diverse needs by providing clear visual prompts and modelling.
• Allow alternative communication modes (gesture, sign, or drawing) for students less confident with verbal expression.
• Celebrate all attempts and encourage positive peer feedback to build confidence.
• Connect drama learning to New Zealand contexts and local stories where possible to deepen cultural relevance.

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This lesson builds key foundational drama skills aligned with the New Zealand Curriculum Refresh, emphasizing oral language development, role-taking, empathy, and collaborative improvisation in an age-appropriate and engaging manner for Years 2-3 students .