Building Improvisation Skills

Lesson Overview

Subject: Drama
Unit: Improv Character Creation (Lesson 1 of 5)
Year Group: Year 8
Duration: 60 minutes
Class Size: 30 students
UK Curriculum Area: Key Stage 3 Drama – Developing Performance Skills and Creativity

Learning Objectives

By the end of this lesson, students will:

• Understand the basic principles of improvisation, including ‘Yes, and…’ and spontaneity.
• Develop trust and collaboration through drama exercises.
• Begin creating original characters using vocal and physical techniques.

Lesson Structure

Starter Activity (10 Minutes) – Icebreaker & Warm-Up

Objective: Encourage spontaneity and build confidence.

1. Name & Action Game (5 mins) – Each student says their name and performs an action; the class repeats. This builds group cohesion.
2. Pass the Emotion (5 mins) – Students stand in a circle and pass a simple emotion (e.g. excitement, fear) around, exaggerating it as it moves. This introduces physical and vocal exaggeration.

Main Session (40 Minutes) – Principles of Improv & Character Creation

1. Introducing Improvisation (10 Minutes)

• Explain ‘Yes, and…’ (the fundamental rule of improv). Demonstrate with a quick improvised exchange with a student.
• Discuss how accepting and building on ideas makes scenes more engaging.

2. Paired Improvisation Game (10 Minutes) – “Yes, and…” Conversations

Objective: Encourage spontaneous thinking.

• Students pair up and engage in a conversation where every response must begin with “Yes, and…”
• Example starter: “I found a time machine in my garden!”
• Encourage fluid interaction and discourage hesitation or blocking ideas.

3. Group Exercise (10 Minutes) – Character Walks

Objective: Develop character creation through body movement.

• Call out character traits (e.g. sneaky spy, grumpy teacher, excitable puppy).
• Students walk around the space embodying each character with posture, pace, and facial expressions.
• Encourage bold choices and exaggeration.

4. Short Improv Scenes (10 Minutes) – Creating Characters in Context

• Students work in groups of three to create a short improvised scenario (e.g. lost in a supermarket, waiting for a bus in the rain).
• Each student adopts a different character based on the character walks exercise.
• Performances are optional, but those willing can showcase their work.

Plenary (10 Minutes) – Reflection & Wrap-Up

• Quick-fire discussion: What was challenging about improvisation? Which character choices worked well?
• Emphasise the importance of commitment and risk-taking in drama.
• Introduce next lesson's topic: Building Distinctive Characters with Voice & Gesture.

Differentiation & Inclusion

• Support: Pair students with supportive partners for confidence-building.
• Stretch & Challenge: Invite confident students to lead parts of warm-ups or adapt scenes with additional challenges (e.g. changing emotions mid-scene).
• SEN Considerations: Provide clear verbal instructions, model expectations, and offer alternative participation methods (e.g. smaller groups).

Resources Needed

• Open space for movement.
• Printed character prompts (optional).
• Stopwatch or timer for timed activities.

Assessment for Learning

• Observation of student participation and willingness to engage in exercises.
• Informal feedback after performances to highlight strengths and areas to develop.
• Reflection discussion to assess understanding of the improv principles.

---

This highly interactive session ensures that students develop confidence in improvisation while laying the foundation for character building. Engaging activities foster trust and encourage risk-taking—essential elements of creative drama.