Full game book by Staging STEM TAs

Theatre Games Anthology

This book is divided by the following sections: Staging STEM Foundational Activities Focus Ensemble Trust Pantomime Who (Character) What (Plot) Where (Circumstances) How (Action)

Each section is organized alphabetically & divided by age group: All Ages First Grade Second Grade Third Grade Fourth Grade Fifth Grade and above

Questions? Comments? Please contact Mary Sutton marys@alleytheatre.org 713-315-3385

TOOLS OF THE TRADE Every activity can be seen through a unique prism. Here are just a few you might use to shape your work in the classroom:  Transformation— Create variations of the activities to best fit each classroom.  Diversification— Use the activities to include different subjects, populations, ages, grade levels, environments, learning styles, goals, core curriculum etc.  Energy—Too much energy? Not enough energy? Activities can serve as warm-ups and/or tools for focusing your student’s energy.  Ensemble— Many activities are free of competition, which builds group morale, trust and focus. However, some groups need the push of competition, and most activities can be modified to accommodate this.  Communication— Actor to Actor and Actor/Ensemble to Audience. Speaking is not the only means to get a point across; this is why many communication activities are non-verbal. Here, Emphasize “Showing” not “Telling”.  Creativity— Challenge a group to go beyond the familiar and think outside the box.  Information— Use activities to teach specific information for any given topic. For example, using the game “Smithsonian” to teach about weather patterns or specific vocabulary words. Combine these different prisms to make each activity you do effective. Not enough energy? Diversify the types of activities you are doing and infuse more creativity. Want to build a stronger ensemble? Remove any competition and make communication the focus. Actors not communicating with one another? Bring the focus towards information and ensemble.

GAME CHANGERS: Behavior that can effect classroom compliance. Here are 10 things that Teaching Artists should be aware of: 1. 2. 3.

5. 6. 7.

8. 9. 10.

Using a Question format o Be direct. Instead of “Can you please stop teasing?” Say “I need you to stop teasing.” Distance o It is better to make a request from up close (one desk distance) than from longer distances. Eye contact o It is better to look at the student or ask the student to look at you than to not make eye contact. At the same time, be aware of cultural issues surrounding eye contact Two requests o It is better to give the same request only twice than to give it many times. Do not give many different requests quickly or too many at one time. Loudness of Request o It is better to make a request in a soft but firm voice than a loud voice. Time o Give the student time to comply after giving a request (3-5 minutes). More Start Requests than Stop Requests o Make positive requests for students to start the correct behavior (please use walking feet) instead of negative requests (stop running in the hall). Non-emotional Instead of Emotional Requests o Control negative emotions when making a request. Descriptive Requests o Be specific and positive. “Please sit quietly and look at me” is better than “Pay attention.” Reinforce Compliance o Notice appropriate behavior. “Thank you, Sally, for raising your hand” or “I like how Billy is sitting quietly” are much more effective.

Theatre Games Exploring FOCUS All Levels Actor’s Toolbox (10 to 30) This is the way we begin every session with the younger and middle school kids. We discuss how voice, body, and imagination are the three things we need to be actors and actresses. Have students use their imaginations, voices, and bodies to become an old person, a dog, a tea kettle. Modifications/Extensions: Students with mobility issues can use puppets. Clap Game (10 to 20) Students stand in a circle. To “send” the clap one student pivots to their right or left, looks their neighbor in the eye and they clap simultaneously. The student that has “received” the clap then turns to their neighbor and repeats. The clap travels around the circle. The teacher (or chosen student) can change directions by yelling “Switch!” The game can become more advanced by sending multiple claps. The Dot Game (10 to 20) The Teaching Artist asks everyone to reach into their pockets and pull out an imaginary “dot.” The TA guides the students through visualization and imagination exercises using their “dots.” Variations include: placing the dot at different points in space (high, low, near, far), giving the dots names, giving and receiving secrets to and from their dots, etc. Students can also “become their dots” by stretching them into large shapes and stepping into them. When exploring the space as dots themselves, students can interact with the other “dots” around them. Once students are invested in “being their dots,” explore emotions either by talking about what makes the “dots” feel certain ways, or by dreaming as dots. The “dots” can show how they feel by using different emotive faces (sad, confused, happy, etc). The game ends by stepping out of your dot and rolling it back into a smaller dot that can return to your pocket for safe keeping. Every Morning When I Wake Up (10 to 20) Like “When I Go...”, however the players must also pantomime what they do when they wake up in the morning. Favorites (10 to 30) Group: Begin with everyone saying their name and a favorite (movie, color, sound, etc.) This sometimes turns into, "If you were a color today, what would you be?" Bedside: The teaching artist and patient (and sometimes parents/grandparents) make a list of our favorites—animal, place, food, sound, movie etc.) The chart provides a safe way to find common ground among participants, brings a little joy into the room, and when left with the patient serves as a reminder of things outside of the hospital setting that they love. Extensions: A great bedside extension uses the list to create short improvisations with the patient as the director. Pulling ideas from the list, the patient assigns the teaching artists characters (who), a setting (where), an activity (what they are doing), and one thing each character has that the other one wants (conflict). The teaching artists then improvise a scene based on those parameters. As the director, the patient has the power to yell "Freeze!" and change the scene entirely, or have the actors do the scene in slow motion, fast-forward, or in a new genre (musical, opera, tragedy, comedy, etc.)

Follow the Leader (10 to 15) Have everyone form lines, no more than 5 or 6 students per line. While filling the space begin to walk around the room in the line. The leader will then choose a character with a specific way of walking, and the rest of the line follows the leader’s actions. Then have the leader move to the back of the line and the new leader takes over. Repeat until everyone has had a turn. Kalamazoo (10 to 20) Divide class into two groups to decide on a pantomime category (ex. Jobs, animals, toys). Tell them to line up facing each other. Group 1 says, “Here we come,” and group 2 responds, “Where are you from?” Group 1, “Kalamazoo.” Group 2, “What do you do?” Group 1, “Here’s a clue.” Group 1 then pantomimes while group 2 guesses. A time limit can be set. Machines (10 to 30) Start with one student in the performing area. That student must choose a sound and action that they can repeat for a long time. Instruct other students to add onto the machine with their bodies and voices. Encourage students to explore different levels, interesting ways to connect with other students, etc. Note: You will probably need to have a safety talk about how to connect with other students. Nursery Rhyme (10 to 30) Sing or recite nursery rhymes. Divide into groups and have each group plan which rhyme to sing and mime, or just mime, for others to guess. Pass the Face (10 to 30) This game is similar to the classic “Telephone Game,” but using facial expressions instead of words. The leader makes a face and then passes it to the person on his right or left. That person has to pass the face he/she received to the next person and so on. Warm-up by going around once with eyes open and then a couple of rounds with eyes closed. When it is your turn to pass a face, nudge the person next to you to get their attention. People Hunt (10 to 30) The teaching artist prepares a list or chart in advance that includes things like “I have three pets. And “I have traveled to four foreign countries.” When the group gets together for the first time they each get a copy of the list and have to attach names of group members with whom it applies. At the end of the round, you can share what you learned about one another. Quick Change (10 to 20) Generate a list of emotions caused by situations in units or stories. For example, “disappointed you can’t go to the ball.” Give a series of “Show me with your voice and body” directions using the list. For example, “Show me exhausted from marching through mud.” Shape Shifters (10 to 20) Students stand in a group in the center of the working space. Participants are asked to create different shapes (circle, square, a violin, world’s largest toothbrush, etc.), using their bodies. This work can be done in pairs or groups of four of more. Groups must create the shape within 5-10 seconds, without speaking or moving each other to create the shape. The group must create the shape by watching each other and all participants must be a part of each shape.

Ways to Celebrate (10 to 20) Use a variety of ways to celebrate good ideas. Examples: standing ovation, pat on the back, firecracker mime, or mime and say together, “Pat, pat, pat, on the back, back, back, for a job well done. Altogether now…REPEAT.” Wiggle Worms (10 to 20) Players find personal space. The teacher mimes opening a jar of worms and tells students to get ready to grab them. Toss the worms and direct students to catch and eat and become the wiggle worms. On “freeze” cue, students stop. Repeat with half the class being the audience who gives feedback. The reverse halves. 1st and up Boom Chica Boom (10 to 30) This is call and response, one player inside the circle. I said-a boom chica boom – repeat I said-a boom chica boom - repeat I said a-boom chica rocka chica rocka chica boom. Uh huh – repeat Alright- repeat One more time - repeat Add styles and character voices by starting off with “Robot style” Or just go into the style without naming it first and have group guess the style. Bottle Game (10 to 15) Students start behind a line on one side of the room, and the TA stands at the other side. When the TA turns his/her back, the players must slowly and safely pass the “bottle” (plastic water bottle works best), moving forward until they reach the TA. Players freeze when the TA turns to face them. If anyone moves while the TA is facing them or talks at any time, you start over. You can set a minimum of passes to increase the difficulty. This also helps to make sure more players are involved. Great for ensemble building. Conducting a Story (10 to 20) This game employs the same principles as “Alphabet Scene,” only in this version the Teaching Artist acts as the Conductor and points to different students in the circle at random who must pick up the story where it left off with the next corresponding letter of the alphabet. Modifications/Extensions: This exercise could be used as a writing prompt. After participating in the exercise, students can elaborate on the scene in writing. Cookie Jar (10 to 30) Group sits in a circle and sings the refrain, "_______ stole the cookies from the cookie jar!" The thief in question replies, "Who me?" The group answers back, "Yes you!" The thief says, "Couldn't be!" The group replies "Then who?" A new name is substituted until all the names have been said. Song ends with, "We all stole the cookies from the cookie jar!"

Finding Shapes (10 to 20) Finding individual frozen poses with a different way of thinking of shapes and body movement. Ask students to “find this shape” – Examples: “Skinny/Wide/ Space for balloons/ Where fingers and toes are important” etc. Hi, My Name is Joe… (10 to 30) Hello, my name is Joe and I work in a button factory. I have a house, and a dog, and a family. One day, my boss said to me, “Hey Joe, are you busy?” I said, “No.” He said, “Turn this button with your left hand.” Hello, my name is Joe and I work in a button factory. I have a house, and a dog, and a family. One day, my boss said to me, “Hey Joe, are you busy?” I said, “No.” He said, “Turn this button with your right hand.” Hello, my name is Joe and I work in a button factory. I have a house, and a dog, and a family. One day, my boss said to me, “Hey Joe, are you busy?” I said, “No.” He said, “Turn this button with your left foot.” Hello, my name is Joe and I work in a button factory. I have a house, and a dog, and a family. One day, my boss said to me, “Hey Joe, are you busy?” I said, “No.” He said, “Turn this button with your right foot.” Hello, my name is Joe and I work in a button factory. I have a house, and a dog, and a family. One day, my boss said to me, “Hey Joe, are you busy?” I said, “No.” He said, “Turn this button with your head.” Hello, my name is Joe and I work in a button factory. I have a house, and a dog, and a family. One day, my boss said to me, “Hey Joe, are you busy?” I said, “YES!!” If You’re Listening (10 to 30) The instructor does a clap rhythm (hands on legs, hands together) while saying “If you’re listening, touch your toes, if you’re listening touch your head,” and so on. The children do the rhythm and follow the instructions the teacher is giving. Repeat until all are involved and ready…”Show me neutral” Lightning Rounds (10 to 30) Everyone stands in a circle, and thinks of a movement and a noise that they are going to do (it is okay if there are repeats). One person starts by doing their movement and noise, then one at a time each person in the circle repeats that persons’ movement and noise until it gets back to the person who started it. Then the second person demonstrates their movement and noise, and so on and so forth until everyone has gone. (Note: This is not an “add-on” game; each person’s movement/noise is done only once around the circle and the next one is a new one.) More advanced groups can use characters instead of movement and noise. Magic Carpet Ride (10 to 20) Have students gather onto the Magic Carpet, which is any floor space in the room. Students take out their sunglasses, buckle their safety belts, take out their keys, start the carpet and take off. Once airborne the Teaching Artist or “head pilot” makes sudden turn alerts, turbulence, etc. After a big landing, the TA leads the class through different environments, (very cold/hot, swamps, ocean, etc.,) and has participants react physically to different climates. Ideally, this is a no talking exercise. At any time the TA may yell "Freeze!" and the class freezes in place, at which time the TA can switch the activity to becoming an animal or exploring characters via age-range (man of 101 or baby of one year), etc. The game ends with everyone hurrying back to the Magic Carpet and riding back to the classroom.

Sneaky Statues (10 to 30) This game is similar to Red Light/Green Light. The Teaching Artist stands in center of the room, closes his/her eyes, and counts to ten. The students meanwhile get into frozen poses or "statues". The TA opens his/her eyes and stands in place while turning in a circle watching all the statues. When the TA’s back is to a group of statues they can move position, but if anyone is caught moving or speaking they’re out. This Isn’t a…it’s a” (10 to 30) Students take an everyday object and use their creativity to turn it into something else, using the dialogue stated above. The ever changing object then gets passed around the circle. A scarf works well as the object. What is it? (10 to 20) Participants stand in a circle. The leader shows a piece of fabric, about a yard square, solid color or pattern, to the participants, saying "What could this piece of fabric be? We’re going to pass it around the circle and each of you will show us something that it could become." The leader demonstrates, turning the fabric into something (for suggestions, see list below) and stating what it is. The fabric is passed from person to person, with each participant sharing an idea. If an idea is repeated, such as "a hat", the leader asks the participant to be more specific (a turban, a bonnet), thereby making the participant come up with their own idea. If the number of participants is small enough, the fabric can travel around the circle twice. A variation on this game is to limit the ideas to a category such as clothing, or things that are the color of the fabric. When I Go to___, I’m Gonna Bring My___ (10 to 15) The Teaching Artist asks the group to decide on a travel destination. If the destination is Paris, the TA begins by saying, “When I go to Paris, I’m gonna bring my toothbrush.” The next person adds to the list by saying the first thing off the top of their head, “When I go to Paris I’m gonna bring my toothbrush and my fur-coat.” The next person adds on his item after listing the previously listed items. Variations include gesture only, and speaking in gibberish. nd

Concentration (10 to 20) Make a tray of items. Direct players to study the items by picturing them in their heads. Cover the tray, players list all they remember. Variation: Students close their eyes and an item is removed or rearranged. They figure out the change. Use small wipeoff boards so all can write the missing item and show boards. Gift Giving (10 to 30) Person A turns to the person sitting next to them. Person A says, “I like you so much I bought you this.” A hands the gift to person B who replies, “Oh! I’ve always wanted a ____”, and says the first thing that pops into his/her head. Person A and person B can improv for a moment over the gift, and the scene ends with person B saying, “Thank you so much!” This can continue around the circle. Greetings! (10 to 25) Everyone mills around until leader says “Greet.” Everyone starts to greet people in different ways. The leader can suggest roles or dispositions: Pretend you are long-lost friends or are from another culture. Incredible Machine (10 to 30) Group creates a machine (the type of machine can be specified by the instructor) using their bodies. Each "piece" must relate to the one that came before it (or the ones that are around it). Indians Running (15 to 25) Five or more players are chosen to go from the room and run in, one behind the other in a line, and out again. All other players watch closely. Players return out of formation. Audience players then rearrange runners back to the original file. When audience agrees that they have the runners back in original file, runners make any necessary corrections. Machine with styles (10 to 15) Add a style to the Machine exercise….”robot style” etc. Mnemonic Names Players sit in a circle. Each player thinks of a simple gesture or action that relates to him/herself (examples: a bearded man might stroke his beard: someone who loves tennis might swing an imaginary racket). The leader asks for group input and suggestions if a player is "stuck." These are visual mnemonics to help us remember names. One person in the circle says his/her name while doing the gesture; Everyone in the circle then repeats the gesture and says the name simultaneously. The next person in the circle does the same, and then everyone repeats that person's name and gesture, plus the first person's. Continue adding on down the circle, but stop after the 7th9th person. Start a new sequence with the 8th10th person and continue for 79 more names. Our brains can only hold so much information. When everyone in the circle has given their name and gesture, go around the circle nonstop with everyone saying the names and doing the gestures simultaneously. Everyone now rearranges him/herself in the circle, and all simultaneously try to repeat the names and gestures in this new order. No/So/Dude (10 to 30) This is a circle activity working on vocal inflection wherein the words, “No,” “So,” and “Dude,” are passed around the circle. Each participant must make a different vocal inflection expressing attitude or emotion so that the words carry different meanings. Variation can be added by having one word going in one direction around the circle at the same time a different word is going in the opposite direction.

Object Transformation (10 to 30) Everyone stands in a circle. When taking a turn, each participant turns their body to their neighbor and “passes” a mimed action involving an object (petting a cat, bouncing a ball, sawing wood, etc.). That player, in turn, mirrors the action and then transforms the action. They then pass the transformed action on to the next person in the circle. This object transformation can also be done with an added sound. Play Ball (10 to 20) Form a circle. Leader holds an imaginary ball (show size with hands) and calls someone’s name before it is thrown, saying, “Sue, basketball.” The receiver then says, “Thank you, basketball.” Play continues, with the receiver calling a name and throwing the pretend basketball. After a few rounds the leader introduces a second ball, saying, “Joe, beach ball,” and Joe responds, “Thank you, beach ball.” Continue to add more balls. At the end, call “stop” and ask everyone with a ball to hold it. The audience guesses the kind of ball by its size and how it is held. Play Ball #1 (10 to 20) Players count off into two large teams. One team becomes the players while the other team is the audience. Then switch. Working individually within the team, players each start to toss any ball of their own choosing up and down, against a wall, etc. When the players are all in motion, the leader will change the speed at which balls are moving. Something to do (10 to 20) Have the class count off into two teams. Team one stands in a line facing the audience (which is team 2). Team two must try to look cool and relaxed. If someone is fidgeting, or obviously uncomfortable, give him a task (counting white shoes, counting lights, etc.) until he is looking comfortable. Keep coaching for them to focus on their activity. When they are all looking comfortable, change the teams. Ask how they learned to overcome discomfort or nervousness while in front of an audience. Stop, Jump, Turn (10 to 20) The group mills around and responds as the person who is "it" calls things out. The person who messes up then becomes "it". The Stupid Name Game Have students stand in a circle. You will start by stating your name and showing an action or mannerism that you commonly. The person to the instructor's left will state the instructors name and mannerism and then add his/her name and then his/her mannerism. This continues around the circle until the last person can remember every person's name and mannerism. Think Bigger (10 to 20) In a circle, the Teaching Artist picks one student to come up with an everyday activity (eating a bowl of cereal, taking a shower, etc.) and then pantomime the activity the way he/she would normally do it. The group then turns to the next person in the circle and in unison tells him/her to “Think Bigger!” That person does the same activity a little bit bigger. And then the group tells the next student to “Think Bigger!” who does the same activity even bigger, and so on until the activity has become so big that a new one needs to be chosen. You Can’t Tell by Looking at Me… (10 to 30) Going around the circle, each person says “You can’t tell by looking at me, but _________” and fills in the blank to make the statement about themselves true. This is an exercise that often starts out light and fluffy but with the proper facilitation can foster deep discussion around sensitive issues.

3 and up “Yes, Let’s Do It!” (10 to 30) Players mill around, then the instructor suggests things they should all do (ex. "Let's play basketball). The group responds with "Yes, Let's Do It!" and silently begins to do the task. Suggestions can also be given by the players. “You, Me, You” (10 to 30) This is a group circle exercise. One student turns and makes eye contact with the person next to them and says “you”, the person then answers back “me” and the first student responds saying “you.” Then the second student turns and starts the process over again with the next student. The first round is done without emotion, with the eye contact being the focus of the game. The next round adds an emotion to the initial “you.” It is important that the players listen to the emotion and then respond without anticipating the emotion. Bibbity, Bibbity, Bop! (10 to 30) Students stand in a circle and the TA stands in the middle. The TA has three choices of dialogue: “Bibbity, Bibbity, Bop!”, “Hippity, Hippity Hop”, and “Bop.” He/she picks one line to say, randomly chooses one student and points at that student. If the TA says Bippity, Bibbity, Bop!” the student must say “Bop!” before the TA does. For “Hippity, Hippity, Hop!” the student must jump and clap once before the TA finishes speaking. Finally, if the TA says “Bop!” the student must do nothing. Boring Words (10 to 30) Brainstorm a list of dull words (ex. Cardboard, the, dust, box). Practice saying them changing volume, rate, pitch, pause, and stress to make them interesting. Variation: Collect boring phrases and sentences for this activity. Category Clap (10 to 20) Participants sit in a circle and begin a one-two rhythm (Clapsnap, or slap (legs) clap). One person says, in rhythm, "I am thinking of ….." whatever the category is, and then says something that fits the category. On the second beat after the first person, the second person says something that fits the category, and so on around the circle. Example: "I am thinking of kinds of fruits" (Clap) "Apple" (Clap) "Orange" (Clap) "Strawberries" (Clap) "Banana" (Clap) "Watermelon" It is okay if saying the category items takes longer than one beat, because of multiple syllables, but the participants are not allowed to pause for more than one beat between the end of the last person’s item and their item. Everyone continues this process until someone gets stuck or repeats an item. When this happens, the participants can either start over with a new category, keeping the person who got stuck in the circle, or the person who got stuck could be "out" and the same category could be repeated until there is only one person left. If everyone stays in, the leader could time the participants to see for how long they can continue. Colombian Hypnosis (10 to 20) In pairs, on person is "hypnotized" by the hand of the other and must follow it. Can be done in groups, with one person "hypnotizing" others with different parts of their body (feet, hands, and head).

Counting Game (10 to 20) The group sits or lies down with their eyes closed. The goal is to count as high as possible as a group, one person speaking at a time. A pattern cannot be established. If a pattern is detected, or if two people speak at the same time, the counting starts over at one. Instead of counting, this can also be done with the ABCs. Do You Love Your Neighbor? (10 to 25) Have all the students sit in a circle. One person will approach someone in the circle and ask the question "Do you love your neighbor?" The person can answer in two ways, "No, I don't love my neighbors.” The people sitting on both sides of him now stand up and try to change seats before the person who is it jumps into one of their chairs. Whoever is left standing is it and continues the game. b. "Yes, I love my neighbors, but I don't like people who ____.” He fills in the blank with anything that refers to anyone in the group, like "who are wearing jeans" or "who have been in a musical". Those people then jump out of their chairs and must find a new seat. The person left standing continues the game by asking a person in the group "Do you love your neighbor?" Explosion Tag Have the class break into two groups. Set aside a space that is not too large, where students don't have to run large distances. Team one will begin in the space, the other team will watch. One person will be chosen as "it" and they will begin to play tag. After a few minutes of tag, add another simple rule. When a student is tagged they must explode. "Explode" should be the only direction given, let their creativity decide how. The explosions should be an immediate reaction to being tagged. However, the game of tag does not discontinue during an explosion. Trade teams and repeat the process. Fortunately/ Unfortunately (10 to 15) Everyone stands in a circle to create a story one sentence at a time. The first student begins the story with the word, “fortunately” (for example, “Fortunately, the sun was shining.”) The next participant, without ignoring or denying the information supplied by the first participant, must continue the story by starting their sentence with the word, unfortunately (for example “Unfortunately, I left my sun-block at home.”) Play continues around the circle. Freeze (10 to 30) Two players in the circle start by choosing a line of dialogue and begin to improv with a lot of action. At anytime, another player can say, “freeze” and the actors must stop immediately. The person who said freeze taps one actor on the shoulder and replaces them in the scene, taking their exact physical position. The new player starts a whole new scene and play continues until someone else says freeze. Grip Top Sock (10 to 30) Give me the gift of the grip top sock. A drip drape, ship shape, tip top sock. Not your spin slick, slap stick, slip slop stock; But, a plastic elastic, grip top sock. None of your fantastic slack swap slop. From a slap-dash, flash-cash, haberdash shop; Not a knick knack, kit-lock, knock-kneed knickerboxers sock. With a mock-shot, blob-mottle tricktickertock clock. Not a rucked-up, puckered-up flop-top sock; Not a super-sheer, seersucker ruckasack sock; Not a spot-speckeled, frog-freckled cheap sheik’s sock off a hodge-podge, moss potched, botched scotch block. Nothing slip shod, drip drop, flip flop, or glip glop, tip me to a tip top, grip top sock!

Hand Study (10 to 30) Partners take turns examining each other’s hands. Tell them to see and feel everything that makes hands unique. Variation: Use as a “get to know you” activity: This is Joe and he has very thick hands with short fingernails. His hands are tan as if he works outside a lot. Handwriting Small (10 to 30) Full group working individually at desks, each player with a piece of paper and a very sharp pencil. Holding the hand in no motion, players think and write favorite words, phrases and sentences as small as possible. I’m Going on a Trip (10 to 15) In a circle, players must add to, and remember, the items being taken on a trip. For example, Player 1, “I am going on a trip and I am taking a suitcase.” Player 2, “I am going on a trip and I am taking a suitcase and a hat.” Player 3, “I am going on a trip and I am taking a suitcase, a hat and a coat.” Play continues in this manner around the circle. Variation: Have players offer suggestions that begin with the same first letter as the first letter of their first name. Knot Sock (10 to 30) Using knotted socks as balls, pass the "ball" around the circle, calling out a persons name before throwing it to them. A second "ball" can be added later. Mill (10 to 20) Players mill around the room. The instructor asks them to lead with different parts of their body (ex. Head, bellybutton, nose, kneecaps). Mime It Down the Alley (10 to 20) Participants are divided into groups of eight to ten people. Each group sits in a straight line, facing backward except for the first person. Participants are not allowed to talk at any point in the game. The first person in each line is given an object to mime (i.e., a toaster, a computer, a jack-in-the-box) the only requirement is that it can be shown in pantomime in a seated position. The first person taps the second person in line on the shoulder so that they turn to face each other. The first person mimes the object, and when the second person thinks he knows what the object is, he nods. Then the object is mimed to the next person, traveling down the line to the last person. The objective is for the pantomime of the object to be clear enough each time that it stays the same object all the way down the line. Usually, the object changes into something entirely different – the interesting thing is to see how it changed along the line. Each person should tell the others what they thought the object was, and discuss what they saw the others demonstrating. Mirrors (10 to 20) Have the groups stand in a circle. One person (perhaps the instructor) will start the game by creating a pose. The person on his/her right will try to imitate the pose exactly. She will then change poses and the person to her right will attempt to imitate her exactly. This should continue around the circle. Make it more fun by having it go both ways around the circle (right and left). Moses Supposes (10 to 30) Moses supposes his toeses are roses But Moses supposes erroneously For nobodies toeses are quite like the roses

As Moses supposes his toeses to be. Obvious Observing: (10 to 30) Break the class into groups of two. Have them stand facing each other and observing each other. After a short observance time, have the partners turn their backs to each other and make three changes in personal appearance (change hair, move a ring to a different finger, unbutton a sleeve, etc.). Let them observe each other again and try to identify the changes. Repeat this process with different partners and different numbers of changes with more or less observance time. Questions (10 to 20) 2 people improvise a scene but can only speak in questions. When one of them messes up, they are replaced and a new scene is started. Rhyme game/exercise (10 to 20) Students come up with their own poetry stanzas/phrases, for example “the dog sat on the log” As they say their line they can add action and should connect to the person before them. (Machine style). This Old House (10 to 20) One at a time, players enter a "house", pantomime an action, and leave. The next person must do exactly what the person (people) before them did PLUS add their own thing. Tolls (10 to 30) Make a circle with an “it” in the center. “It” begins by saying, “The bell tolls for all those who______” and plugs in a category (ex. People who play an instrument, know Picasso’s first name). Anyone who fits the category must move and try to get a new spot in the circle while “it” tries to get a spot. The person without a spot is the new “it”. At any point, “it” can shout “Tornado!” and everyone must move to a new spot in the circle. Walk Variation (10 to 20) Players mill around the room, then choose 1 person and imitate their walk. Variations: One person is selected and the entire group imitates their walk. What Are You Doing? (10 to 20) All the participants pair up. Within each pair, one player (it doesn't matter who goes first) asks the other "(their name), what are you doing?" The second player responds by naming whatever action comes to mind, from "I'm building Frankenstein" to "I'm dancing in a ballet" or whatever. The first player then immediately starts performing whatever action the other player named, and while they are doing so, the second player asks them, "____, what are you doing?" and enacts whatever action the other person names. This goes very quickly, and once it gets started, both players should always be doing something physically. Theoretically, this can go back and forth forever. One great way to get everybody started is to declare an action yourself that one person in each group starts with, and the other will then begin the questioning. What’s Different? (10 to 30) Pair students and designate A and B. A faces B and concentrates on details of B’s appearance. Leader signals and pairs turn back to back. B makes a change. Pairs turn around, and A gets three guesses to figure out “what’s different.” Then it’s B’s turn.

When the Big Wind Blows… (10 to 30) Players in a circle. The instructor says "When the big wind blows, it blows for people who _____", filling in the blank with a description (ex. Like chocolate ice cream). If this applies anyone in the group, they walk into the middle of the circle and move to an empty spot in a different part of the circle. This continues, players may also offer suggestions. th

4 and up A What? (10 to 20) Have the students sit in a circle on the floor. The instructor will sit within the circle and before him will be many small objects. He will pick up an object, a pencil for example, and while passing it to the person at his right, he will say "This is a pencil" The person will answer, "A What?" The instructor will answer "A pencil", and again the person will ask "A what?" and the instructor will again answer "A pencil." The person will answer "Oh, a pencil." The person than turns to her right and the process continues; "This is a pencil", "A what?" "A pencil" "A what?" "A pencil", "Oh, a pencil!" Practice this once so everyone can follow the pattern. Then start again, this time continually adding in objects so each person is carrying on two conversations at once. One person will say to the person on his right, "This is a pencil", then turning to his left he'll ask "A what?" and continues, passing on the next object. Try to get the objects clear around the circle. Alphabet Relay (10 to 30) In groups (at least 3 per group). Each group receives a poster board (large post it, part of the chalkboard) with the alphabet down the left side (or in 2 columns). Based on a theme or topic, the each group must write a corresponding word for each letter (ex. Topic: Romeo and Juliet. A: Apothecary, B: Battle, C: Capulet, etc). The game is run like a relay (no one person does all the writing, each player gets a turn). Building a Story (10 to 30) Large group sits in a circle. One player begins the story—it can be known or made up. At any moment in the story, the instructor points at random to players who must immediately pick up where the last player left off even if in the middle of the word. Players are not to repeat the last word of the previous storyteller. Clap, Snap, Stomp (10 to 20) This is group circle exercise. Have all of the students say and repeat “clap, snap, stomp” to get the rhythm. Then do the same thing doing the movements without saying the words. Have the students pair off. They will say the words and do the movements back and forth, in order (clap, snap, stomp), keeping connection and action. Then have the ensemble watch different pairs, to add to the importance of focus. SIDECOACH: “stay with your actions and listen” “if you get off stay in the moment don’t comment” “when it gets confused, that is when the work begins” Dodge Ball (20 to 30) Count off into large groups (ten players or more). Each group agrees on the type of mimed ball. Players stand in a circle and try to hit the center player with the ball. If the center player is hit, he/she changes places with the player who threw the ball. It is a foul to hit a player above the waist. Electricity (10 to 20) Have the class sit in two lines facing each other. Now, have every other person turn out and then the each person in the line will hold hands. At one end place a pillow if there is not already carpeting. The instructor will sit here with a penny. He/she will flip the

penny. If the penny lands on tails, she flips again. When the penny lands heads-up, the lines squeeze the hand they are holding until it reaches the end. The person on the end then tries to grab a paper cup or other object before the other team. This is a race and should be competitive. To win the students must focus. The persons at the front of the line then moves to the back of the line. Feel Your Feelings (10 to 30) Instruct the students to sit comfortably wherever they like. As you read the following words. Instruct them to keep their eyes open, in order to withdraw into their heads. Feel your feet in your stockings Feel your stocking on your feet Feel your feet in your shoes Feel your stockings on your legs Feel your legs in your stockings Feel your slacks or skirt over your legs Feel your legs in your slacks Feel your underclothing next your body Feel your body in your underclothing Feel your blouse or shirt against your chest and your chest inside your blouse or shirt! Feel your ring on your finger Feel your finger in your ring Feel the hair on your head and your eyebrows on your forehead Feel your tongue in your mouth Feel your ears Go inside and try to feel the inside of your head with your head Feel all the space around you Now let the space feel you! Follow the Follower #1 (10 to 30) Teams of two. One player becomes the mirror, the other the initiator. The instructor will start the players playing Mirror, calling, “Change!” at intervals for players to reverse positions. When players are initiation and reflecting with large body movements, Instructor will call, “On your own!” Players then reflect each other without initiating. This is tricky—players are not to initiate but are to follow the initiator. Both are at once the Initiator and the Mirror (or follower). Players reflect themselves being reflected. Gibberish circle (10 to 30) This game is played with the same rhythm as “You, Me, You”, using gibberish (nonsense) conversation to give and take around the circle. Group Stop (10 to 20) Everyone quietly mills about the room. One person will elect to freeze in position unexpectedly. As soon as one notices that someone else has frozen in position they freeze as well. So the effect of one person freezing causes everyone to freeze. Once everyone is still the group starts milling around again. The goal is to see how quickly the group can freeze in position. Heartbeat (10 to 20) In a circle, players must pass an object around the circle while maintaining a rhythm. Players are given enough time to master the rhythm. Once the object has been successfully passed around the circle in rhythm, a new object is added. The new object is tossed across the circle. The new object may be tossed in any tempo and in any direction. Players must keep the heartbeat going at the same time the new object is being tossed across the circle. As the players become more proficient, additional objects may be added.

Hot Spot (15 to 30) One person begins to sing a song for as long as they can. When they run out of words, someone else from the group must join in to help them. I'm Going to New York (10 to 20) Break the class into two teams. Place them on opposite sides of the room. Team one decides on an occupation that they will act out for the other team to guess. Team one then moves toward the other team while saying the following dialogue: Team one: We're going to New York Team two: What's your trade? Team one: Lemonade Team two: Give us some, or go away. The students then act out the occupation and the other team two guesses out loud. When one student guesses what the occupation is team one tries to run back to their side before being tagged by team two. Everyone who is tagged returns back to team two's side. You may also act out different things that are being studied or, for younger ages, animals or other objects. Involvement in Twos (10 to 25) Teams of two players agree on an object between them and begin an activity determined by the object itself, such as folding bed sheets or pulling taffy. Involvement with Large Objects (10 to 20) Single player or large group of players all working individually. Each player selects and becomes involved with a large entangling object: examples include a spider web, a boa constrictor, forest vines, a parachute, etc. Itâ&#x20AC;&#x2122;s Heavier When Its Full (10 to 30) Count off into teams. Teams agree on an activity in which receptacles must be filled, emptied, and filled again. Two or three members of a team can carry objects together. Some examples are picking apples, filling a treasure chest, carrying water. Mirror Speech #1 (10 to 30) In pairs, one player is the initiator, the other the reflector. The initiator speaks out loud, while the reflector mirrors what they are saying/doing (silently). Then, roles are reversed. Variation: Players do the mirror exercise in pairs while holding a conversation on a chosen subject. Name Six (10 to 30) All players except one, who stands in the center, sit in a circle. The center player closes his/her eyes while the others pass any small object from one to the other. When the center player claps his hands, the player who is caught with the object in hand must keep it until the center player points at him and gives him a letter of the alphabet. No effort is made to hide the object from the center player. Then the player who has the object must start it on its way immediately so that it passes through the hands of each of the players in the circle in turn. By the time it returns to him, he must have named six objects, the name of each beginning with the letter suggested by the center player. If the player does not succeed in naming six objects in the time it takes for the object to make the round of the circle, that one player must change places with the one in the center. If the circle is small, the object should be passed around 2 or 3 times.

Playground #1 (10 to 30) Create a playground scene where each group must choose a game that requires equipment or play objects that they then must mime. Playground #2 (10 to 25) Create a playground scene where groups mime playing these games: Baseball, Basketball, keep-away, volleyball, etc. QU Reading (10 to 20) Sequence readings can be made from literature, poetry, or any subject matter. Jokes and riddles are perfect because of the readerresponse or question-answer format. Prepare a set of cards that each have a Q (cue) statement and a U (you) statement. Players rehearse their U with meaningful expression, and study the Q. For example, Q= Mary had a little lamb. U=It’s fleece was white as snow. Be sure to keep a master copy of the entire reading. Rope Relay (10 to 30) Two teams line up facing each other. Two rope rings of equal size are made of cord barely long enough to go around the hips of the largest player. On signal, the first player in each team goes through the ring, head or feet first, as he/she chooses, but without help from any other player. The next player picks up the ring and does likewise and so on. The line that finishes first wins. Sending Hearing Out (10 to 30) Players hear the sounds in the environment and let the sounds be heard. “Send your hearing out into the environment above, behind, below, near and far from you! Your hearing is a physical extension of you! Your antennae! Your scout! Send your hearing out into the space! Pick up the sounds you find there! Let your hearing pick up the sounds! You stay out of it! Let the sounds be heard!” Space Shaping (10 to 30) Can be done in 3 parts. 1) Simultaneously but individually, players mold the space around them into an object. 2) Teams of 2, players mold the space around them. 3) Teams of 3, 4 or 5 in a circle, players mold the space within their circle. Stop, Go, Jump, Clap, T-Sol (10 to 20) While milling around, the instructor calls out different instructions (Stop, Go, Jump, Clap, T-sol). T-sol means take a 180 degree jumping turn. To make it harder, switch the meanings of the words. Stop=Go, Go=Stop, Jump=Clap, Clap= Jump, T-sol always remains the same. Can be played with outs. The Clap Game (10 to 20) Group gets on all fours in a circle. They place their left hand over the right hand of the person on their right and right under left of person to right. Chose a leader. The leader starts off with one clap on either right or left hand. One clap on ground means the clap goes clockwise in the circle. Two claps on ground means the clap goes back to the person before. If you miss the clap, take to long or mess up the sequence you are out of the game. It keeps going till there is a winner. (Or just keep playing, there doesn’t have to be an elimination).

Three-Way Writing (10 to 30) Full group, seated at tables or desks. Each player divides a large piece of paper into three columns and marks them I, II, and III, respectively with the name of a different subject at the top of each column. When the instructor calls out that column number, player immediately (without pause) starts to write about the subject in that column. When another column number is called out, player stops (even in mid-word) and immediately starts to write about the subject for that column number in the column. Instructor will move from column number to column number randomly, but when the game is over, player should have a piece of paper with three different short essays or stories on it, each not necessarily completed. Touching-Touched (10 to 30) Players are coached to touch an object and, when the object is felt, to allow the object to touch them. “Touch something! Either on yourself or in the room! Feel it! When you think you truly feel it, let it feel you! Don’t ponder it! Don’t analyze! Feel something, and then let it feel you! Touch your check! Then let your cheek touch you! And notice the difference! Now touch the object and let the object touch you at the same time!” Trapped (10 to 20) Single player chooses an environment from which they try to escape (prison cell, inside a trunk, leg in a bear trap, etc.) Tug of War (10 to 20) Tug of war with a mimed rope Vocabulary or Guggenheim (10 to 30) The group decides on 5 or 6 letters, which they write across the top of their papers, and several categories, which they write down the left side of their paper. Players must then write words for each category beginning with each letter Word Game #1 Charades (10 to 20) Group charades. Zoom! Zap! (10 to 25) In a circle, a "zoom" is passed directly to the right or left, a "zap" is passed across the circle with eye contact, and any of these can be reversed (sent back) by sticking the arms out and making a screeching breaks sound. th

Building a Story: Stopping Mid Word (10 to 25) In a circle, players begin to tell a story. When the first player wishes, he/she stops in the middle of the word he/she was saying and the next player picks up the story, completing the unfinished word. However, the new word must be different than what the previous player had in mind. Go (10 to 20) In a circle, players exchange places as quickly as possible. In order to leave one’s place in the circle, players must make eye contact with and then gesture (an outward reach of the hand) to the person whose spot in the circle they wish to take. Once gestured to, that person nods slightly and says, “Go!” to the person pointing at them. Once cued to go, players move across the circle and into their new places. Hunter/Hunted (10 to 20) Sit the students in a circle. Ask for two volunteers. Place blindfolds on the two volunteers. One of the blindfolded persons will be the hunter, trying to hit the other with a rolled up newspaper. The other will be hunted. The hunter and hunted can move around inside the circle. They should try to be as quiet as possible so as not to be caught or detected. Mirror Penetration #2 (10 to 20) Full group divides into teams of two players with faces structurally different from one another. Facing each other, players close eyes and feel partner’s face, exploring and investigating with the fingers and palms any structural differences and/or information. Players, still with eyes closed, return their hands to their own faces and attempt to rebuild their faces to look and feel like partner’s face. After all begin to feel and shape some differences, partners choose a topic of discussion and when the instructor calls a player’s name, that player, without stopping discussion, rebuilds face to resemble partners. Instructor changes the “mirror” frequently. Rants (10 to 25) Several people in a line, instructor conducts the group, each person "ranting" about a topic chosen by the audience. Sending Sight Out (10 to 30) Players send their sight out to observe objects and allow objects to be seen. “Send your sight out into the environment! Your sight is a physical extension of you! Let your sight be active! Send your sight out into the middle of the room! All around you! Allow an object to come in and be seen! Take time to see that object! The moment you see the object, let that object see you! Keep changing objects!” The Gauntlet (10 to 20) The gauntlet requires the class to form two straight, equal lines about six feet across from each other. These are the walls. Two volunteers, one on each end, are blindfolded. One individual is the hunter and the other the prey. The hunter must touch the hunted before they reach the other side of the gauntlet. The hunted tries to make it to the end of the gauntlet without being touched by the hunter. This exercise defines clear objectives, explores different tactics, and challenger the students’ sensory skills.

Two Conversations (10 to 20) Break the class up into groups of 3. Have them sit with one person in the middle and the others on both ends facing the middle. The students on both ends will simultaneously hold conversations with the person in the middle as though there was no one on the other side of the middle person. The person in the middle will try to earnestly carry on both conversations. Rotate players Vowels and Consonants (10 to 15) A small group (6 to 8) of players standing in a circle. Each player begins a quite conversation with someone across the circle. The instructor side-coaches the players to focus on vowels or consonants without changing speaking patterns or putting emphasis on them. Who’s Knocking #2 (10 to 25) Single player out of view, communicates Who, What, and Where by knocking. Any player may assume a Who and open the door if a communication is received. The out-of-view player may send the answering player back to audience if the knock was not received as sent. Then player knocks again. When the knock is answered correctly, other players may enter if moved to do so by Where, Who and What. Concentration (10 to 15) Set-up – In a circle, have all students display a four beat rhythm in unison composed of slapping thighs once, one clap, and two snaps. Practice this, START SLOW! Go around the circle, continuing rhythm, and have each student give themselves a number in order. The Game – Like the game “zoom-zap” say your number on one snap and call another number on the second snap. It goes around until there is a mistake. As students “go-out” and sit in center, their number is retired and can’t be used again. Viewpoints Exercise (10 to 20) Based on the 6 Viewpoints described by Mary Overlie

Theatre Games Exploring ENSEMBLE All Levels Bottle Game (10 to 25) Students start behind a line on one side of the room, and the TA stands at the other side. When the TA turns his/her back, the players must slowly and safely pass the “bottle” (plastic water bottle works best), moving forward until they reach the TA. Players freeze when the TA turns to face them. If anyone moves while the TA is facing them or talks at any time, you start over. You can set a minimum of passes to increase the difficulty. This also helps to make sure more players are involved. Great for ensemble building. Clap Game (10 to 20) Students stand in a circle. To “send” the clap one student pivots to their right or left, looks their neighbor in the eye and they clap simultaneously. The student that has “received” the clap then turns to their neighbor and repeats. The clap travels around the circle. The teacher (or chosen student) can change directions by yelling “Switch!” The game can become more advanced by sending multiple claps. Cookie Jar (10 to 30) Group sits in a circle and sings the refrain, "_______ stole the cookies from the cookie jar!" The thief in question replies, "Who me?" The group answers back, "Yes you!" The thief says, "Couldn't be!" The group replies "Then who?" A new name is substituted until all the names have been said. Song ends with, "We all stole the cookies from the cookie jar!" The Dot Game (10 to 20) The Teaching Artist asks everyone to reach into their pockets and pull out an imaginary “dot.” The TA guides the students through visualization and imagination exercises using their “dots.” Variations include: placing the dot at different points in space (high, low, near, far), giving the dots names, giving and receiving secrets to and from their dots, etc. Students can also “become their dots” by stretching them into large shapes and stepping into them. When exploring the space as dots themselves, students can interact with the other “dots” around them. Once students are invested in “being their dots,” explore emotions either by talking about what makes the “dots” feel certain ways, or by dreaming as dots. The “dots” can show how they feel by using different emotive faces (sad, confused, happy, etc). The game ends by stepping out of your dot and rolling it back into a smaller dot that can return to your pocket for safe keeping. Favorites (10 to 30) Group: Begin with everyone saying their name and a favorite (movie, color, sound, etc.) This sometimes turns into, "If you were a color today, what would you be?" Bedside: The teaching artist and patient (and sometimes parents/grandparents) make a list of our favorites—animal, place, food, sound, movie etc.) The chart provides a safe way to find common ground among participants, brings a little joy into the room, and when left with the patient serves as a reminder of things outside of the hospital setting that they love. Extensions: A great bedside extension uses the list to create short improvisations with the patient as the director. Pulling ideas from the list, the patient assigns the teaching artists characters (who), a setting (where), an activity (what they are doing), and one thing each character has that the other one wants (conflict). The teaching artists then improvise a scene based on those parameters. As the director, the patient has the power to yell "Freeze!" and change the scene entirely, or have the actors do the scene in slow motion, fast-forward, or in a new genre (musical, opera, tragedy, comedy, etc.) If You’re Listening (10 to 30) The instructor does a clap rhythm (hands on legs, hands together) while saying “If you’re listening, touch your toes, if you’re listening touch your head,” and so on. The children do the rhythm and follow the instructions the teacher is giving. Repeat until all are involved and ready…”Show me neutral”

Kalamazoo (10 to 20) Divide class into two groups to decide on a pantomime category (ex. Jobs, animals, toys). Tell them to line up facing each other. Group 1 says, “Here we come,” and group 2 responds, “Where are you from?” Group 1, “Kalamazoo.” Group 2, “What do you do?” Group 1, “Here’s a clue.” Group 1 then pantomimes while group 2 guesses. A time limit can be set. Machines (10 to 30) Start with one student in the performing area. That student must choose a sound and action that they can repeat for a long time. Instruct other students to add onto the machine with their bodies and voices. Encourage students to explore different levels, interesting ways to connect with other students, etc. Note: You will probably need to have a safety talk about how to connect with other students. Nursery Rhyme (10 to 30) Sing or recite nursery rhymes. Divide into groups and have each group plan which rhyme to sing and mime, or just mime, for others to guess. Pass the Face (10 to 30) This game is similar to the classic “Telephone Game,” but using facial expressions instead of words. The leader makes a face and then passes it to the person on his right or left. That person has to pass the face he/she received to the next person and so on. Warm-up by going around once with eyes open and then a couple of rounds with eyes closed. When it is your turn to pass a face, nudge the person next to you to get their attention. People Hunt (10 to 30) The teaching artist prepares a list or chart in advance that includes things like “I have three pets. And “I have traveled to four foreign countries.” When the group gets together for the first time they each get a copy of the list and have to attach names of group members with whom it applies. At the end of the round, you can share what you learned about one another. Shape Shifters (10 to 20) Students stand in a group in the center of the working space. Participants are asked to create different shapes (circle, square, a violin, world’s largest toothbrush, etc.), using their bodies. This work can be done in pairs or groups of four of more. Groups must create the shape within 5-10 seconds, without speaking or moving each other to create the shape. The group must create the shape by watching each other and all participants must be a part of each shape.

Lightning Rounds (10 to 30) Everyone stands in a circle, and thinks of a movement and a noise that they are going to do (it is okay if there are repeats). One person starts by doing their movement and noise, then one at a time each person in the circle repeats that persons’ movement and noise until it gets back to the person who started it. Then the second person demonstrates their movement and noise, and so on and so forth until everyone has gone. (Note: This is not an “add-on” game; each person’s movement/noise is done only once around the circle and the next one is a new one.) More advanced groups can use characters instead of movement and noise. Sound/Motion Machine (10 to 25) Choose a category to pantomime. Each player chooses a repeatable movement related to the category. One person starts the pantomime, and others join in until all are moving in a space. On signal, everyone adds a sound. Variations: All members of a machine must be touching to show they are a connected whole. nd

2 and up A Crazy Cake Walk (10 to 20) Go = walk forward Stop = stop Turn = make a 180 degree turn and stop in place Jump = do a 180 degree jump and stop in place Twizzle=do a 360 degree jump and stop in place The group will be walking in a circle. The leader will begin calling out directions, varying order and speed. When one participant makes a mistake, i.e. turns the wrong way, forgets to stop, etc., the leader takes their place and there is a new direction caller. Alien Interpreter (10 to 30) This activity can be used simply as an icebreaker and intro activity. It is fun and entertaining. It can also be used to start more meaningful discussions in a non-threatening way. The Blob (10 to 15) Participants spread out in an enclosed area and the Blob is chosen. At the leader’s signal, the Blob begins trying to tag another participant. When the Blob succeeds in tagging a participant, that person latches on to the Blob, becoming part of the Blob. The Blob continues to try to tag others, and as they get tagged, they also join the Blob. Eventually, everyone is the Blob, and there is no one left to be tagged. Encourage both groups of participants as they try to avoid or assimilate, and remember that the last person to be tagged by the Blob is not the "winner" and the first person to be tagged is not the "loser". The objectives for the Blob and the nonblobs should prevent the participants from thinking of this. The group will probably ask to play again, and because this is a fairly short game, there should be time to repeat the game. The second time, encourage the Blob to work together to find better ways to tag people, and the nonblobs to discover original ways to avoid the Blob. Notes: Make sure that any obstacles that could cause a fall are removed before playing this game. Circle Hand Squeeze/Clap Game (10 to 30) In a circle, players hold hands and pass a gentle squeeze around the circle. Variation: Players pass a clap (either simultaneous or call and response style) around the circle. Gibberish Interpreter (10 to 30) Two people act out a scene using only gibberish, 2 other people (offstage) provide the translation of what they are saying. Gift Giving (10 to 30) Person A turns to the person sitting next to them. Person A says, “I like you so much I bought you this.” A hands the gift to person B who replies, “Oh! I’ve always wanted a ____”, and says the first thing that pops into his/her head. Person A and person B can

improv for a moment over the gift, and the scene ends with person B saying, “Thank you so much!” This can continue around the circle. Greetings! (10 to 25) Everyone mills around until leader says “Greet.” Everyone starts to greet people in different ways. The leader can suggest roles or dispositions: Pretend you are long-lost friends or are from another culture. Improvised Scene (10 to 20) Pick a scene with two or more characters. Start with simple plot outlines. For example, “Let’s try the scene when Miss Muffet gathers the things she needs to eat and then finally sits down on her tuffet.” Coach, as needed (e.g., “And then she had to find something to carry it all in”). Remind students to use signals to start and stop scenes. Variation: Give groups a scene to plan from beginning, middle, or end of the story. Each group presents a scene. Provide rehearsal time. Variation: Add dialogue. Incredible Machine (10 to 30) Group creates a machine (the type of machine can be specified by the instructor) using their bodies. Each "piece" must relate to the one that came before it (or the ones that are around it). Indians Running (15 to 25) Five or more players are chosen to go from the room and run in, one behind the other in a line, and out again. All other players watch closely. Players return out of formation. Audience players then rearrange runners back to the original file. When audience agrees that they have the runners back in original file, runners make any necessary corrections. Machine with styles (10 to 15) Add a style to the Machine exercise….”robot style” etc. Mnemonic Names Players sit in a circle. Each player thinks of a simple gesture or action that relates to him/herself (examples: a bearded man might stroke his beard: someone who loves tennis might swing an imaginary racket). The leader asks for group input and suggestions if a player is "stuck." These are visual mnemonics to help us remember names. One person in the circle says his/her name while doing the gesture; Everyone in the circle then repeats the gesture and says the name simultaneously. The next person in the circle does the same, and then everyone repeats that person's name and gesture, plus the first person's. Continue adding on down the circle, but stop after the 7th9th person. Start a new sequence with the 8th10th person and continue for 79 more names. Our brains can only hold so much information. When everyone in the circle has given their name and gesture, go around the circle nonstop with everyone saying the names and doing the gestures simultaneously. Everyone now rearranges him/herself in the circle, and all simultaneously try to repeat the names and gestures in this new order. No/So/Dude (10 to 30) This is a circle activity working on vocal inflection wherein the words, “No,” “So,” and “Dude,” are passed around the circle. Each participant must make a different vocal inflection expressing attitude or emotion so that the words carry different meanings. Variation can be added by having one word going in one direction around the circle at the same time a different word is going in the opposite direction. Play Ball #1 (10 to 20) Players count off into two large teams. One team becomes the players while the other team is the audience. Then switch. Working individually within the team, players each start to toss any ball of their own choosing up and down, against a wall, etc. When the players are all in motion, the leader will change the speed at which balls are moving.

Portraits (10 to 25) Students work in groups of six or seven, standing in a line facing upstage. One at a time the students turn around and add on to the frozen picture trying to contribute to what the player before has given them. The teaching artist then asks the class/audience to name the tableaux. The teaching artist can also call out an emotion/situation to get the ball rolling. Shark Attack! (10 to 15) What you need is some sections of old newspaper that are the big double sections. Strategically place them around the room. These are your islands and the rest of the floor space is the water. The object of the game is for the shark (the instructor) to catch swimmers (the other players) who are not COMPLETELY on the paper island. Tell the swimmers to swim around the room, when you yell out "SHARK ATTACK" they must get onto an island. Even if a half inch of their shoe is on the bare floor, they get eaten and are out! After each round, the lead shark will rip a piece of the island off so the islands slowly become smaller. This continues until all the swimmers have been eaten. You may or may not use the people that you kill as extra sharks. The space will help you decide this. You may want to just use one or two extras at a time. Stop, Jump, Turn (10 to 20) The group mills around and responds as the person who is "it" calls things out. The person who messes up then becomes "it". The Stupid Name Game (10 to 25) Have students stand in a circle. You will start by stating your name and showing an action or mannerism that you commonly. The person to the instructor's left will state the instructors name and mannerism and then add his/her name and then his/her mannerism. This continues around the circle until the last person can remember every person's name and mannerism. Think Bigger (10 to 20) In a circle, the Teaching Artist picks one student to come up with an everyday activity (eating a bowl of cereal, taking a shower, etc.) and then pantomime the activity the way he/she would normally do it. The group then turns to the next person in the circle and in unison tells him/her to “Think Bigger!” That person does the same activity a little bit bigger. And then the group tells the next student to “Think Bigger!” who does the same activity even bigger, and so on until the activity has become so big that a new one needs to be chosen. You Can’t Tell by Looking at Me… (10 to 30) Going around the circle, each person says “You can’t tell by looking at me, but _________” and fills in the blank to make the statement about themselves true. This is an exercise that often starts out light and fluffy but with the proper facilitation can foster deep discussion around sensitive issues. rd

Bibbity, Bibbity, Bop! (10 to 30) Students stand in a circle and the TA stands in the middle. The TA has three choices of dialogue: “Bibbity, Bibbity, Bop!”, “Hippity, Hippity Hop”, and “Bop.” He/she picks one line to say, randomly chooses one student and points at that student. If the TA says Bippity, Bibbity, Bop!” the student must say “Bop!” before the TA does. For “Hippity, Hippity, Hop!” the student must jump and clap once before the TA finishes speaking. Finally, if the TA says “Bop!” the student must do nothing. Boat (10 to 15) You are in a boat with your group members. When looking in the water, each group member sees something different. Report what you saw to each other and figure out what to do. Everyone must have an active part with things to do and say. Building a Story from a Random Collection of Words (10 to 30) All teams gather in different areas and play simultaneously. Teams of three or more players agree on a first player who spreads out his collection of word cards so that all his teammates can see. Working together, arranging and rearranging the word cards, players build one story that includes all the words. If connecting words are needed, players write them on new cards or slips of paper and place them in context. When the first story is completed and includes all original words, first player writes out the story n a piece of paper and gathers both original and new cards into his or her envelope. Next player spreads out his or her own selection of words and team proceeds as above, building a story from known words. Category Clap (10 to 20) Participants sit in a circle and begin a one-two rhythm (Clapsnap, or slap (legs) clap). One person says, in rhythm, "I am thinking of ….." whatever the category is, and then says something that fits the category. On the second beat after the first person, the second person says something that fits the category, and so on around the circle. Example: "I am thinking of kinds of fruits" (Clap) "Apple" (Clap) "Orange" (Clap) "Strawberries" (Clap) "Banana" (Clap) "Watermelon" It is okay if saying the category items takes longer than one beat, because of multiple syllables, but the participants are not allowed to pause for more than one beat between the end of the last person’s item and their item. Everyone continues this process until someone gets stuck or repeats an item. When this happens, the participants can either start over with a new category, keeping the person who got stuck in the circle, or the person who got stuck could be "out" and the same category could be repeated until there is only one person left. If everyone stays in, the leader could time the participants to see for how long they can continue. Colombian Hypnosis (10 to 20) In pairs, on person is "hypnotized" by the hand of the other and must follow it. Can be done in groups, with one person "hypnotizing" others with different parts of their body (feet, hands, and head). Counting Game (10 to 20) The group sits or lies down with their eyes closed. The goal is to count as high as possible as a group, one person speaking at a time. A pattern cannot be established. If a pattern is detected, or if two people speak at the same time, the counting starts over at one. Instead of counting, this can also be done with the ABCs. Do You Love Your Neighbor? (10 to 25) Have all the students sit in a circle. One person will approach someone in the circle and ask the question "Do you love your neighbor?" The person can answer in two ways, "No, I don't love my neighbors.” The people sitting on both sides of him now stand up and try to change seats before the person who is it jumps into one of their chairs. Whoever is left standing is it and continues the game. b. "Yes, I love my neighbors, but I don't like people who ____.” He fills in the blank with anything that refers to anyone in the group, like "who are wearing jeans"

or "who have been in a musical". Those people then jump out of their chairs and must find a new seat. The person left standing continues the game by asking a person in the group "Do you love your neighbor?" Fortunately/ Unfortunately (10 to 15) Everyone stands in a circle to create a story one sentence at a time. The first student begins the story with the word, “fortunately” (for example, “Fortunately, the sun was shining.”) The next participant, without ignoring or denying the information supplied by the first participant, must continue the story by starting their sentence with the word, unfortunately (for example “Unfortunately, I left my sun-block at home.”) Play continues around the circle. Hand Study (10 to 30) Partners take turns examining each other’s hands. Tell them to see and feel everything that makes hands unique. Variation: Use as a “get to know you” activity: This is Joe and he has very thick hands with short fingernails. His hands are tan as if he works outside a lot. Here Comes Charlie (10 to 25) 2 or 3 people start an improv scene in which they talk about their friend Charlie, describing him in detail (ex. Do you notice how Charlie always barks like a dog when he hears the word "cheese"?). Off stage person enters as Charlie and must behave as described. I’m Going on a Trip (10 to 15) In a circle, players must add to, and remember, the items being taken on a trip. For example, Player 1, “I am going on a trip and I am taking a suitcase.” Player 2, “I am going on a trip and I am taking a suitcase and a hat.” Player 3, “I am going on a trip and I am taking a suitcase, a hat and a coat.” Play continues in this manner around the circle. Variation: Have players offer suggestions that begin with the same first letter as the first letter of their first name. Knot Sock (10 to 30) Using knotted socks as balls, pass the "ball" around the circle, calling out a persons name before throwing it to them. A second "ball" can be added later. Mill (10 to 20) Players mill around the room. The instructor asks them to lead with different parts of their body (ex. Head, bellybutton, nose, kneecaps). Newscast (10 to 30) Your group is in charge of the newscast for WSOGTV. The reporters are known for the bloopers they constantly make during broadcasts. Everyone must have an active part with things to do and say. The sky’s the limit (keep it clean). You may add elements of dance, music, spoken words, and anything else you choose to create. Obvious Observing: (10 to 30) Break the class into groups of two. Have them stand facing each other and observing each other. After a short observance time, have the partners turn their backs to each other and make three changes in personal appearance (change hair, move a ring to a different finger, unbutton a sleeve, etc.). Let them observe each other again and try to identify the changes. Repeat this process with different partners and different numbers of changes with more or less observance time. One-Liner Tableau (10 to 25) Create tableau with a group based on a photograph, portrait, cartoon strip, etc.

Pair Pantomime (10 to 20) Brainstorm actions requiring two people (ex. Playing checkers in colonial times). Partner players. At a count, or with a time limit, students mime as many as they can. Literature example: Prince putting the slipper on Cinderella. Suggestion: Do one action in slow, regular, and then in quick time to increase self-control. Variations: Mime famous pairs like the Wright brothers. Add conflict in repeat playing (ex. Cinderella’s feet smell). Rhyme game/exercise (10 to 20) Students come up with their own poetry stanzas/phrases, for example “the dog sat on the log” As they say their line they can add action and should connect to the person before them. (Machine style) Show Time (10 to 25) Groups write and present commercials, news updates, songs and the like to summarize important points. Remind players to include key information, not empty glitz. This provides a good opportunity to teach propaganda devices such as bandwagon or glittering generalities. Story Noises Off! Have two volunteers come to the front of the room. One will stand facing the class/audience. The second volunteer will stand behind the other, with his or her back away from the audience. The class will come up with a title to a story. The person facing the audience must create a story from the given title while the other volunteer creates sound effects. The sound effects can either accentuate the story or encourage it. Story Tableaux (10 to 25) Have the students in groups of five to eight. The TA shows famous paintings depicting tableaux (ex. Washington Crossing the Delaware), and gives them to each of the groups. The students decide whether this painting is the beginning, middle, or end of their tableaux story. They must come up with two tableaux to complete their story, and original painting can be placed anywhere in the storyline. Give the groups 10 minutes to come up with their presentation and then have them show to the class. There can be narration or just switching of the frozen poses with a tambourine hit or saying “lights up/lights down.” Variations of Tableaux (10 to 25) Have the students work in groups of 5 or 6. They come up with three of their own tableaux and have a narrator tell the story in between. Talk Show (10 to 30) Your group is involved in a talk show. This talk show deals with the problems associated with ________ (leader chooses topic). Everyone must have an active part with things to do and say. The sky’s the limit (keep it clean). You may add elements of dance, music, spoken words, and anything else you choose to create. Three Things Theatre (10 to 30) Have three students stand at the front of the class and prepare to do an improvisational skit. Ask certain members of the class to offer different items that must be used in the skit. For example, ask one student for an item found in a bathroom. Ask another for a person found on a cruise ship, and another for a place or setting. Have the performers create a skit where the three items are utilized successfully. Tolls (10 to 30) Make a circle with an “it” in the center. “It” begins by saying, “The bell tolls for all those who______” and plugs in a category (ex. People who play an instrument, know Picasso’s first name). Anyone who fits the category must move and try to get a new spot in the circle while “it” tries to get a spot. The person without a spot is the new “it”. At any point, “it” can shout “Tornado!” and everyone must move to a new spot in the circle.

Town (10 to 30) Have the class create a "town." Divide them into groups of three or four and assign them to different social groups in the town. For example one group is the governing body, another may be some local merchants. Each student must create a specific role in the group that they are assigned. Once that is established, tell them someone is going to be murdered, (or committed another offense), (leader will chose murderer and murderee)... and they must figure out who did it. In order to figure, who did the murder the students must interact with each other and develop their own relationship to the other townspeople as well as create their own character. Walk Imitation (10 to 20) Players mill around the room, then choose 1 person and imitate their walk. Variations: One person is selected and the entire group imitates their walk. What If: Obstacle Pantomime (10 to 20) Brainstorm actions of characters or people from units (ex. Write in a web). Do a group pantomime of the ideas. Next, divide into small groups and ask groups to add a problem, obstacle, or conflict to one action. Small groups then pantomime (ex. Charlotte is very sleepy). What’s Different? (10 to 30) Pair students and designate A and B. A faces B and concentrates on details of B’s appearance. Leader signals and pairs turn back to back. B makes a change. Pairs turn around, and A gets three guesses to figure out “what’s different.” Then it’s B’s turn. When the Big Wind Blows… (10 to 30) Players in a circle. The instructor says "When the big wind blows, it blows for people who _____", filling in the blank with a description (ex. Like chocolate ice cream). If this applies anyone in the group, they walk into the middle of the circle and move to an empty spot in a different part of the circle. This continues, players may also offer suggestions. th

Alphabet or A to Z scene (10 to 30) The Teaching Artist asks the group to pick a location, characters, and a task for the characters. Then a scene is created using sentences that begin with the corresponding letter of the alphabet. The story is told going round-robin in the circle, each participant adding one sentence. Alphabet Relay (10 to 30) In groups (at least 3 per group). Each group receives a poster board (large post it, part of the chalkboard) with the alphabet down the left side (or in 2 columns). Based on a theme or topic, the each group must write a corresponding word for each letter (ex. Topic: Romeo and Juliet. A: Apothecary, B: Battle, C: Capulet, etc). The game is run like a relay (no one person does all the writing, each player gets a turn). Break It Down (10 to25) Players list a series of actions in an event or a place (ex. Sneeze). Break each into three to five parts to pantomime in order. For example, wrinkle nose, suck in breath, throwing back head, throw head forward, wipe nose. Variation: Add conflict. Building a Story (10 to 30) Large group sits in a circle. One player begins the story—it can be known or made up. At any moment in the story, the instructor points at random to players who must immediately pick up where the last player left off even if in the middle of the word. Players are not to repeat the last word of the previous storyteller. Clap, Snap, Stomp (10 to 20) This is group circle exercise. Have all of the students say and repeat “clap, snap, stomp” to get the rhythm. Then do the same thing doing the movements without saying the words. Have the students pair off. They will say the words and do the movements back and forth, in order (clap, snap, stomp), keeping connection and action. Then have the ensemble watch different pairs, to add to the importance of focus. SIDECOACH: “stay with your actions and listen” “if you get off stay in the moment don’t comment” “when it gets confused, that is when the work begins” Dodge Ball (20 to 30) Count off into large groups (ten players or more). Each group agrees on the type of mimed ball. Players stand in a circle and try to hit the center player with the ball. If the center player is hit, he/she changes places with the player who threw the ball. It is a foul to hit a player above the waist. Electricity (10 to 20) Have the class sit in two lines facing each other. Now, have every other person turn out and then the each person in the line will hold hands. At one end place a pillow if there is not already carpeting. The instructor will sit here with a penny. He/she will flip the penny. If the penny lands on tails, she flips again. When the penny lands heads-up, the lines squeeze the hand they are holding until it reaches the end. The person on the end then tries to grab a paper cup or other object before the other team. This is a race and should be competitive. To win the students must focus. The persons at the front of the line then moves to the back of the line. Entrances/Exits (10 to 20) 4 players are each designated "activation" words; one player begins a scene, at some point utilizing an "activation" word. That player then enters the scene. This is done for each of the players. When they hear their word a second time, they must find a logical way to exit the scene. Follow the Follower #1 (10 to 30) Teams of two. One player becomes the mirror, the other the initiator. The instructor will start the players playing Mirror, calling, “Change!” at intervals for players to reverse positions. When players are initiation and reflecting with large body movements,

Instructor will call, “On your own!” Players then reflect each other without initiating. This is tricky—players are not to initiate but are to follow the initiator. Both are at once the Initiator and the Mirror (or follower). Players reflect themselves being reflected. Fruit Bowl (10 to 15) Chairs are set in a large circle, with a chair for each participant. Participants are divided into four groups of fruit (or other category). As each fruit/category is called, participants assigned to that fruit/category leave their seats and rush to find an open seat. Participants can be called in any combination but if the required effect is for all participants to leave their seats, “Fruit Bowl!” is called. With each call, a chair should be removed. Ghost (10 to 20) Players sit in a circle. One starts by giving the first letter of a word he/she has in mind but which is not disclosed. For instance, if his/her word is “which,” he/she says “w.” The next player thinks of a word beginning with the letter “w” (ex. “work”) and adds the letter “o” to the previous players “w.” The third player may also have in mind the word “work,” in which case he/she adds the letter “r” to the two previous letters. Should the fourth player complete the word by adding either “d” or “k,” (“word” or “work”), he/she becomes 1/3 of a ghost. To avoid being a ghost, player tries to think of another longer word beginning with “wor” that his/her added letter will not complete. For example, he/she may think of “worst” and add the letter “se.” The fifth player may save themselves by thinking of “worship” and adding “h.” New letters are added until a player is forced to finish the word, in which case he/she becomes 1/3 of a ghost; but no player is out of the spelling until he/she has completed three words and becomes a whole ghost. If a player adds a letter without having a word in mind or is misspelling a word, he/she may be challenged by another player. If found guilty, he/she becomes 1/3 of a ghost; if not guilty, the challenger becomes 1/3 of a ghost. When one word is completed, the next player starts a new word. A ghost is out of the spelling but tries to get other players to talk to him/her. If the ghost is successful in getting a player to speak to them, the victim becomes a whole ghost also. The game continues until all players but one are ghosts. Gibberish circle (10 to 30) This game is played with the same rhythm as “You, Me, You”, using gibberish (nonsense) conversation to give and take around the circle. Group Stop (10 to 20) Everyone quietly mills about the room. One person will elect to freeze in position unexpectedly. As soon as one notices that someone else has frozen in position they freeze as well. So the effect of one person freezing causes everyone to freeze. Once everyone is still the group starts milling around again. The goal is to see how quickly the group can freeze in position. Heartbeat (10 to 20) In a circle, players must pass an object around the circle while maintaining a rhythm. Players are given enough time to master the rhythm. Once the object has been successfully passed around the circle in rhythm, a new object is added. The new object is tossed across the circle. The new object may be tossed in any tempo and in any direction. Players must keep the heartbeat going at the same time the new object is being tossed across the circle. As the players become more proficient, additional objects may be added. Honey If You Love Me… (10 to 30) Put students in pairs. Person A will attempt to make Person B smile and/or laugh. Person A turns to Person B, makes eye-contact and says "Honey if you love me you'll give me a smile," while doing whatever she/he needs to make Person B “break.” (In theatre when you smile or laugh it is called “breaking.”) Person B has to maintain eye-contact throughout with person B and say WITHOUT SMILING, "Honey I love you but I just can't smile." Hot Spot (15 to 30) One person begins to sing a song for as long as they can. When they run out of words, someone else from the group must join in to help them.

I'm Going to New York (10 to 20) Break the class into two teams. Place them on opposite sides of the room. Team one decides on an occupation that they will act out for the other team to guess. Team one then moves toward the other team while saying the following dialogue: Team one: We're going to New York Team two: What's your trade? Team one: Lemonade Team two: Give us some, or go away. The students then act out the occupation and the other team two guesses out loud. When one student guesses what the occupation is team one tries to run back to their side before being tagged by team two. Everyone who is tagged returns back to team two's side. You may also act out different things that are being studied or, for younger ages, animals or other objects. Involvement in Twos (10 to 25) Teams of two players agree on an object between them and begin an activity determined by the object itself, such as folding bed sheets or pulling taffy. Involvement with Large Objects (10 to 20) Single player or large group of players all working individually. Each player selects and becomes involved with a large entangling object: examples include a spider web, a boa constrictor, forest vines, a parachute, etc. Itâ&#x20AC;&#x2122;s Heavier When Itâ&#x20AC;&#x2122;s Full (10 to 30) Count off into teams. Teams agree on an activity in which receptacles must be filled, emptied, and filled again. Two or three members of a team can carry objects together. Some examples are picking apples, filling a treasure chest, carrying water. Mirror (10 to 30) Players count off into teams of two players. One player becomes A, the other, B. All teams play simultaneously. A faces B. A reflects all movements initiated by B, head to foot, including facial expressions. After a time, positions are reversed so that B reflects A. Mirror Speech #1 (10 to 30) In pairs, one player is the initiator, the other the reflector. The initiator speaks out loud, while the reflector mirrors what they are saying/doing (silently). Then, roles are reversed. Variation: Players do the mirror exercise in pairs while holding a conversation on a chosen subject. Name Six (10 to 30) All players except one, who stands in the center, sit in a circle. The center player closes his/her eyes while the others pass any small object from one to the other. When the center player claps his hands, the player who is caught with the object in hand must keep it until the center player points at him and gives him a letter of the alphabet. No effort is made to hide the object from the center player. Then the player who has the object must start it on its way immediately so that it passes through the hands of each of the players in the circle in turn. By the time it returns to him, he must have named six objects, the name of each beginning with the letter suggested by the center player. If the player does not succeed in naming six objects in the time it takes for the object to make the round of the circle, that one player must change places with the one in the center. If the circle is small, the object should be passed around 2 or 3 times. Playground #1 (10 to 30) Full group divides into teams of differing sizes and each team chooses a playground game requiring equipment or play objects (jacks, marbles, tiddlywinks, four square, rope or ball games). All teams scattered around the room mime playing different games simultaneously as on a playground.

Playground #2 (10 to 25) Full group divided into teams mime playing any of the following games: baseball, basketball, keep-away, volleyball, etc. All rules of the chosen game must be followed. Rope Relay (10 to 30) Two teams line up facing each other. Two rope rings of equal size are made of cord barely long enough to go around the hips of the largest player. On signal, the first player in each team goes through the ring, head or feet first, as he/she chooses, but without help from any other player. The next player picks up the ring and does likewise and so on. The line that finishes first wins. Space Shaping (10 to 30) Can be done in 3 parts. 1) Simultaneously but individually, players mold the space around them into an object. 2) Teams of 2, players mold the space around them. 3) Teams of 3, 4 or 5 in a circle, players mold the space within their circle. Stop, Go, Jump, Clap, T-Sol (10 to 20) While milling around, the instructor calls out different instructions (Stop, Go, Jump, Clap, T-sol). T-sol means take a 180 degree jumping turn. To make it harder, switch the meanings of the words. Stop=Go, Go=Stop, Jump=Clap, Clap= Jump, T-sol always remains the same. Can be played with outs. The Clap Game (10 to 20) Group gets on all fours in a circle. They place their left hand over the right hand of the person on their right and right under left of person to right. Choose a leader. The leader starts off with one clap on either right or left hand. One clap on ground means the clap goes clockwise in the circle. Two claps on ground means the clap goes back to the person before. If you miss the clap, take to long or mess up the sequence you are out of the game. It keeps going till there is a winner. (Or just keep playing, there doesnâ&#x20AC;&#x2122;t have to be an elimination). The Sphinx (10 to 30) 3 people are the Sphinx (one seated, one kneeling behind and one standing behind) and must answer questions from the audience one word at a time. Tug of War (10 to 20) Tug of war with a mimed rope Very Exciting Story (Story, Story, Die) (10 to 20) In a line, a story is told, being conducted by the instructor. If one person repeats something that is already said, says something that doesn't fit in the story etc., they are out and must "die" a very dramatic death. Word Game #1 Charades (10 to 20) Group charades. Zoom! Zap! (10 to 25) In a circle, a "zoom" is passed directly to the right or left, a "zap" is passed across the circle with eye contact, and any of these can be reversed (sent back) by sticking the arms out and making a screeching breaks sound.

5 and up “Stupid” Laughing (10 to 30) As a group, run through various kinds of laughing (high/falsetto, mid-range/tenor, low/bass). Walk around the room, doing these kinds of laughs, interacting with the players around you. Involve your body too. High/falsetto is upright and light, very "fluttery", mid-range/tenor is head held high, chest out, very proud. Low/bass is slumped over, face relaxed, top of your body very relaxed and dangling. Start low, then move high. Building a Story: Stopping Mid Word (10 to 25) In a circle, players begin to tell a story. When the first player wishes, he/she stops in the middle of the word he/she was saying and the next player picks up the story, completing the unfinished word. However, the new word must be different than what the previous player had in mind. Concentration (10 to 15) Set-up – In a circle, have all students display a four beat rhythm in unison composed of slapping thighs once, one clap, and two snaps. Practice this, START SLOW! Go around the circle, continuing rhythm, and have each student give themselves a number in order. The Game – Like the game “zoom-zap” say your number on one snap and call another number on the second snap. It goes around until there is a mistake. As students “go-out” and sit in center, their number is retired and can’t be used again. Go (10 to 20) In a circle, players exchange places as quickly as possible. In order to leave one’s place in the circle, players must make eye contact with and then gesture (an outward reach of the hand) to the person whose spot in the circle they wish to take. Once gestured to, that person nods slightly and says, “Go!” to the person pointing at them. Once cued to go, players move across the circle and into their new places. Hunter/Hunted (10 to 20) Sit the students in a circle. Ask for two volunteers. Place blindfolds on the two volunteers. One of the blindfolded persons will be the hunter, trying to hit the other with a rolled up newspaper. The other will be hunted. The hunter and hunted can move around inside the circle. They should try to be as quiet as possible so as not to be caught or detected. Mirror Penetration #2 (10 to 20) Full group divides into teams of two players with faces structurally different from one another. Facing each other, players close eyes and feel partner’s face, exploring and investigating with the fingers and palms any structural differences and/or information. Players, still with eyes closed, return their hands to their own faces and attempt to rebuild their faces to look and feel like partner’s face. After all begin to feel and shape some differences, partners choose a topic of discussion and when the instructor calls a player’s name, that player, without stopping discussion, rebuilds face to resemble partners. Instructor changes the “mirror” frequently. The Gauntlet (10 to 20) The gauntlet requires the class to form two straight, equal lines about six feet across from each other. These are the walls. Two volunteers, one on each end, are blindfolded. One individual is the hunter and the other the prey. The hunter must touch the hunted before they reach the other side of the gauntlet. The hunted tries to make it to the end of the gauntlet without being touched by the hunter. This exercise defines clear objectives, explores different tactics, and challenger the students’ sensory skills. The Jungle (10 to 15) Have everyone pair off. One person in each pair will be blindfolded. Change some furniture around so to create more of an obstacle course.

Have the seeing students come to the front, and the blindfolded will stay in the room. One pair will be "it". They want to catch everyone else. This happens by everyone listening to their partner who is telling them where to go. When someone is caught, he can remove his blindfold and watch the rest of the game. In round two, when the partners change positions, have the seeing partners allowed to move around the room and tell them where to go. They can whisper or talk loudly, but they can't touch their blind partner. Two Conversations (10 to 20) Break the class up into groups of 3. Have them sit with one person in the middle and the others on both ends facing the middle. The students on both ends will simultaneously hold conversations with the person in the middle as though there was no one on the other side of the middle person. The person in the middle will try to earnestly carry on both conversations. Rotate players Vowels and Consonants (10 to 15) A small group (6 to 8) of players standing in a circle. Each player begins a quite conversation with someone across the circle. The instructor side-coaches the players to focus on vowels or consonants without changing speaking patterns or putting emphasis on them. Writing Exercises (10 to 30) a.) A-Z SCENE is similar to the story in the round. Scene partners are chosen and then groups disperse and write a scene with corresponding letters of the alphabet after deciding given circumstances (who, what, when, where) b.) ONCE UPON A TIME… Students write a short story about an event from their life that involved them, but narrated from the perspective of someone else involved in the story. Stories are read aloud at the end of class if the writer wishes to. c.) WRITING “BADLY”- TA makes a list with other students help. The list is of what makes writing “bad,” then everyone composes stories written as badly as possible. Great trick to get students thinking and writing creatively. th

6 and up Blind Swing (10 to 15) Have the class stand in a large circle. When the students extend their arms, their finger tips should just be touching. One person will be "it". They will close their eyes, extend their arms, and run (not jog or quickly walk, but RUN) into the circle. When he reaches someone, they will take him by arm and swing him around in a circle, and then throw him back into the circle. He will then keep running until someone else grabs him. Each person should have a turn to be "it". Free-to-Fall (10 to 15) Break the class into groups of 6 or 7 individuals. Have them stand in a circle around one member of the group. They should close the circle in until their shoulders are touching. The person in the middle will cross his arms across his chest and close his eyes. When he's ready he will make his body as stiff as a board and fall backwards. The other students will catch him and push him to another side of the circle. After a couple minutes, another person will be in the middle. Each person should have a turn. Viewpoints Exercise (10 to 20) Based on the 6 Viewpoints described by Mary Overlie

Theatre Games Exploring TRUST All Levels Bottle Game (10 to 15)Students start behind a line on one side of the room, and the TA stands at the other side. When the TA turns his/her back, the players must slowly and safely pass the “bottle” (plastic water bottle works best), moving forward until they reach the TA. Players freeze when the TA turns to face them. If anyone moves while the TA is facing them or talks at any time, you start over. You can set a minimum of passes to increase the difficulty. This also helps to make sure more players are involved. Great for ensemble building. Favorites (10 to 30) Group: Begin with everyone saying their name and a favorite (movie, color, sound, etc.) This sometimes turns into, "If you were a color today, what would you be?" Bedside: The teaching artist and patient (and sometimes parents/grandparents) make a list of our favorites—animal, place, food, sound, movie etc.) The chart provides a safe way to find common ground among participants, brings a little joy into the room, and when left with the patient serves as a reminder of things outside of the hospital setting that they love. Extensions: A great bedside extension uses the list to create short improvisations with the patient as the director. Pulling ideas from the list, the patient assigns the teaching artists characters (who), a setting (where), an activity (what they are doing), and one thing each character has that the other one wants (conflict). The teaching artists then improvise a scene based on those parameters. As the director, the patient has the power to yell "Freeze!" and change the scene entirely, or have the actors do the scene in slow motion, fast-forward, or in a new genre (musical, opera, tragedy, comedy, etc.) Follow the Leader (10 to 15) Have everyone form lines, no more than 5 or 6 students per line. While filling the space begin to walk around the room in the line. The leader will then choose a character with a specific way of walking, and the rest of the line follows the leader’s actions. Then have the leader move to the back of the line and the new leader takes over. Repeat until everyone has had a turn. If you’re Listening (10 to 30) The instructor does a clap rhythm (hands on legs, hands together) while saying “If you’re listening, touch your toes, if you’re listening touch your head,” and so on. The children do the rhythm and follow the instructions the teacher is giving. Repeat until all are involved and ready…”Show me neutral” Pass the Face (10 to 30) This game is similar to the classic “Telephone Game,” but using facial expressions instead of words. The leader makes a face and then passes it to the person on his right or left. That person has to pass the face he/she received to the next person and so on. Warm-up by going around once with eyes open and then a couple of rounds with eyes closed. When it is your turn to pass a face, nudge the person next to you to get their attention. Shape Shifters (10 to 20) Students stand in a group in the center of the working space. Participants are asked to create different shapes (circle, square, a violin, world’s largest toothbrush, etc.), using their bodies. This work can be done in pairs or groups of four of more. Groups must create the shape within 5-10 seconds, without speaking or moving each other to create the shape. The group must create the shape by watching each other and all participants must be a part of each shape. st

1 and up Lightning Rounds (10 to 30) Everyone stands in a circle, and thinks of a movement and a noise that they are going to do (it is okay if there are repeats). One person starts by doing their movement and noise, then one at a time each person in the circle repeats that persons’ movement and

noise until it gets back to the person who started it. Then the second person demonstrates their movement and noise, and so on and so forth until everyone has gone. (Note: This is not an “add-on” game; each person’s movement/noise is done only once around the circle and the next one is a new one.) More advanced groups can use characters instead of movement and noise. nd

2 and up “I AM” Poem (10 to 30) Players have paper and pencils. On the board the leader writes: I am________ I see________ I hear _______ I smell _______ I taste _______ I touch _______ I feel ________ I am ________ Players then write a poem based on the structure above by filling in the blanks. They can write about their school, neighborhood, home, fantasy selves, or other environments. Share poems with each other. Gibberish Interpreter (10 to 30) Two people act out a scene using only gibberish, 2 other people (offstage) provide the translation of what they are saying. Machine with styles (10 to 15) Add a style to the Machine exercise….”robot style” etc. Something to do (10 to 20) Have the class count off into two teams. Team one stands in a line facing the audience (which is team 2). Team two must try to look cool and relaxed. If someone is fidgeting, or obviously uncomfortable, give him a task (counting white shoes, counting lights, etc.) until he is looking comfortable. Keep coaching for them to focus on their activity. When they are all looking comfortable, change the teams. Ask how they learned to overcome discomfort or nervousness while in front of an audience. The Blob (10 to 15) Participants spread out in an enclosed area and the Blob is chosen. At the leader’s signal, the Blob begins trying to tag another participant. When the Blob succeeds in tagging a participant, that person latches on to the Blob, becoming part of the Blob. The Blob continues to try to tag others, and as they get tagged, they also join the Blob. Eventually, everyone is the Blob, and there is no one left to be tagged. Encourage both groups of participants as they try to avoid or assimilate, and remember that the last person to be tagged by the Blob is not the "winner" and the first person to be tagged is not the "loser". The objectives for the Blob and the nonblobs should prevent the participants from thinking of this. The group will probably ask to play again, and because this is a fairly short game, there should be time to repeat the game. The second time, encourage the Blob to work together to find better ways to tag people, and the nonblobs to discover original ways to avoid the Blob. Notes: Make sure that any obstacles that could cause a fall are removed before playing this game. Think Bigger (10 to 20) In a circle, the Teaching Artist picks one student to come up with an everyday activity (eating a bowl of cereal, taking a shower, etc.) and then pantomime the activity the way he/she would normally do it. The group then turns to the next person in the circle and in unison tells him/her to “Think Bigger!” That person does the same activity a little bit bigger. And then the group tells the next student to “Think Bigger!” who does the same activity even bigger, and so on until the activity has become so big that a new one needs to be chosen.

You Can’t Tell by Looking at Me… (10 to 30) Going around the circle, each person says “You can’t tell by looking at me, but _________” and fills in the blank to make the statement about themselves true. This is an exercise that often starts out light and fluffy but with the proper facilitation can foster deep discussion around sensitive issues. rd

3 and up “You, Me, You” (10 to 30) This is a group circle exercise. One student turns and makes eye contact with the person next to them and says “you”, the person then answers back “me” and the first student responds saying “you.” Then the second student turns and starts the process over again with the next student. The first round is done without emotion, with the eye contact being the focus of the game. The next round adds an emotion to the initial “you.” It is important that the players listen to the emotion and then respond without anticipating the emotion. Colombian Hypnosis (10 to 20) In pairs, on person is "hypnotized" by the hand of the other and must follow it. Can be done in groups, with one person "hypnotizing" others with different parts of their body (feet, hands, and head). Freeze (10 to 30) Two players in the circle start by choosing a line of dialogue and begin to improv with a lot of action. At anytime, another player can say, “freeze” and the actors must stop immediately. The person who said freeze taps one actor on the shoulder and replaces them in the scene, taking their exact physical position. The new player starts a whole new scene and play continues until someone else says freeze. Here Comes Charlie (10 to 25) 2 or 3 people start an improv scene in which they talk about their friend Charlie, describing him in detail (ex. Do you notice how Charlie always barks like a dog when he hears the word "cheese"?). Off stage person enters as Charlie and must behave as described. Obvious Observing (10 to 30) Break the class into groups of two. Have them stand facing each other and observing each other. After a short observance time, have the partners turn their backs to each other and make three changes in personal appearance (change hair, move a ring to a different finger, unbutton a sleeve, etc.). Let them observe each other again and try to identify the changes. Repeat this process with different partners and different numbers of changes with more or less observance time. Story Noises Off! (10 to 30) Have two volunteers come to the front of the room. One will stand facing the class/audience. The second volunteer will stand behind the other, with his or her back away from the audience. The class will come up with a title to a story. The person facing the audience must create a story from the given title while the other volunteer creates sound effects. The sound effects can either accentuate the story or encourage it. Tolls (10 to 30) Make a circle with an “it” in the center. “It” begins by saying, “The bell tolls for all those who______” and plugs in a category (ex. People who play an instrument, who know Picasso’s first name). Anyone who fits the category must move and try to get a new spot in the circle while “it” tries to get a spot. The person without a spot is the new “it”. At any point, “it” can shout “Tornado!” and everyone must move to a new spot in the circle.

What’s Different? (10 to 30) Pair students and designate A and B. A faces B and concentrates on details of B’s appearance. Leader signals and pairs turn back to back. B makes a change. Pairs turn around, and A gets three guesses to figure out “what’s different.” Then it’s B’s turn. When the Big Wind Blows… (10 to 30) Players in a circle. The instructor says "When the big wind blows, it blows for people who _____", filling in the blank with a description (ex. Like chocolate ice cream). If this applies anyone in the group, they walk into the middle of the circle and move to an empty spot in a different part of the circle. This continues, players may also offer suggestions. th

4 and up Alphabet or A to Z scene (10 to 30) The Teaching Artist asks the group to pick a location, characters, and a task for the characters. Then a scene is created using sentences that begin with the corresponding letter of the alphabet. The story is told going round-robin in the circle, each participant adding one sentence. Dodge Ball (20 to 30) Count off into large groups (ten players or more). Each group agrees on the type of mimed ball. Players stand in a circle and try to hit the center player with the ball. If the center player is hit, he/she changes places with the player who threw the ball. It is a foul to hit a player above the waist. Follow the Follower #1 (10 to 30) Teams of two. One player becomes the mirror, the other the initiator. The instructor will start the players playing Mirror, calling, “Change!” at intervals for players to reverse positions. When players are initiation and reflecting with large body movements, Instructor will call, “On your own!” Players then reflect each other without initiating. This is tricky—players are not to initiate but are to follow the initiator. Both are at once the Initiator and the Mirror (or follower). Players reflect themselves being reflected. Fruit Bowl (10 to 15) Chairs are set in a large circle, with a chair for each participant. Participants are divided into four groups of fruit (or other category). As each fruit/category is called, participants assigned to that fruit/category leave their seats and rush to find an open seat. Participants can be called in any combination but if the required effect is for all participants to leave their seats, “Fruit Bowl!” is called. With each call, a chair should be removed. Hot Spot (15 to 30) One person begins to sing a song for as long as they can. When they run out of words, someone else from the group must join in to help them. Involvement in Twos (10 to 25) Teams of two players agree on an object between them and begin an activity determined by the object itself, such as folding bed sheets or pulling taffy. Mirror Speech #1 (10 to 30) In pairs, one player is the initiator, the other the reflector. The initiator speaks out loud, while the reflector mirrors what they are saying/doing (silently). Then, roles are reversed. Variation: Players do the mirror exercise in pairs while holding a conversation on a chosen subject.

Rope Relay (10 to 30) Two teams line up facing each other. Two rope rings of equal size are made of cord barely long enough to go around the hips of the largest player. On signal, the first player in each team goes through the ring, head or feet first, as he/she chooses, but without help from any other player. The next player picks up the ring and does likewise and so on. The line that finishes first wins. THE CHAIR GAME (or Fruit Basket) (10 to 15) All players Sit in chairs in a large circle; One player stands in the center without a chair. The person in the center calls out some category or description that might apply to some of those seated (examples: "Everyone with brown eyes"; "Everyone who's under 30 years old"; "Anyone who went jogging this morning"; "All women"). If a seated person fits the category or description called out, he/she must get out of the chair and run to another one across the circle vacated by a different person (try to avoid going to a chair recently vacated next to you). The person in the center also tries to run to a vacant chair. The person left standing in the circle with no place to sit calls out the next category or description. Continue until exhausted. A "catch all" category for everyone to vacate and move to a new chair is when someone calls out "Fruit Basket." Caution players to play safely no pushing, be careful when you run, etc. Tug of War (10 to 20) Tug of war with a mimed rope Two Headed Expert (10 to 20) 2 people become the 2-headed expert, who speak on a topic chosen by the audience, one word at a time th

5 and up Hunter/Hunted (10 to 20) Sit the students in a circle. Ask for two volunteers. Place blindfolds on the two volunteers. One of the blindfolded persons will be the hunter, trying to hit the other with a rolled up newspaper. The other will be hunted. The hunter and hunted can move around inside the circle. They should try to be as quiet as possible so as not to be caught or detected. Mirror Penetration #2 (10 to 20) Full group divides into teams of two players with faces structurally different from one another. Facing each other, players close eyes and feel partner’s face, exploring and investigating with the fingers and palms any structural differences and/or information. Players, still with eyes closed, return their hands to their own faces and attempt to rebuild their faces to look and feel like partner’s face. After all begin to feel and shape some differences, partners choose a topic of discussion and when the instructor calls a player’s name, that player, without stopping discussion, rebuilds face to resemble partners. Instructor changes the “mirror” frequently. The Gauntlet (10 to 20) The gauntlet requires the class to form two straight, equal lines about six feet across from each other. These are the walls. Two volunteers, one on each end, are blindfolded. One individual is the hunter and the other the prey. The hunter must touch the hunted before they reach the other side of the gauntlet. The hunted tries to make it to the end of the gauntlet without being touched by the hunter. This exercise defines clear objectives, explores different tactics, and challenger the students’ sensory skills. The Jungle (10 to 15) Have everyone pair off. One person in each pair will be blindfolded. Change some furniture around so to create more of an obstacle course. Have the seeing students come to the front, and the blindfolded will stay in the room. One pair will be "it". They want to catch everyone else. This happens by everyone listening to their partner who is telling them where to go. When someone is caught, he can

remove his blindfold and watch the rest of the game. In round two, when the partners change positions, have the seeing partners allowed to move around the room and tell them where to go. They can whisper or talk loudly, but they can't touch their blind partner. th

Theatre Games Exploring PANTOMIME All Levels Actor’s Toolbox (10 to 30) This is the way we begin every session with the younger and middle school kids. We discuss how voice, body, and imagination are the three things we need to be actors and actresses. Have students use their imaginations, voices, and bodies to become an old person, a dog, a tea kettle. Modifications/Extensions: Students with mobility issues can use puppets. The Dot Game (10 to 20) The Teaching Artist asks everyone to reach into their pockets and pull out an imaginary “dot.” The TA guides the students through visualization and imagination exercises using their “dots.” Variations include: placing the dot at different points in space (high, low, near, far), giving the dots names, giving and receiving secrets to and from their dots, etc. Students can also “become their dots” by stretching them into large shapes and stepping into them. When exploring the space as dots themselves, students can interact with the other “dots” around them. Once students are invested in “being their dots,” explore emotions either by talking about what makes the “dots” feel certain ways, or by dreaming as dots. The “dots” can show how they feel by using different emotive faces (sad, confused, happy, etc). The game ends by stepping out of your dot and rolling it back into a smaller dot that can return to your pocket for safe keeping. Every Morning When I Wake Up (10 to 20) Like “When I Go...”, however the players must also pantomime what they do when they wake up in the morning . Finding Shapes (10 to 20) Finding individual frozen poses with a different way of thinking of shapes and body movement. Ask students to “find this shape” – Examples: “Skinny/Wide/ Space for balloons/ Where fingers and toes are important” etc. Follow the Leader (10 to 15) Have everyone form lines, no more than 5 or 6 students per line. While filling the space begin to walk around the room in the line. The leader will then choose a character with a specific way of walking, and the rest of the line follows the leader’s actions. Then have the leader move to the back of the line and the new leader takes over. Repeat until everyone has had a turn. If you’re Listening (10 to 30) The instructor does a clap rhythm (hands on legs, hands together) while saying “If you’re listening, touch your toes, if you’re listening touch your head,” and so on. The children do the rhythm and follow the instructions the teacher is giving. Repeat until all are involved and ready…”Show me neutral” Kalamazoo (10 to 20) Divide class into two groups to decide on a pantomime category (ex. Jobs, animals, toys). Tell them to line up facing each other. Group 1 says, “Here we come,” and group 2 responds, “Where are you from?” Group 1, “Kalamazoo.” Group 2, “What do you do?” Group 1, “Here’s a clue.” Group 1 then pantomimes while group 2 guesses. A time limit can be set. Machines (10 to 30) Start with one student in the performing area. That student must choose a sound and action that they can repeat for a long time. Instruct other students to add onto the machine with their bodies and voices. Encourage students to explore different levels, interesting ways to connect with other students, etc. Note: You will probably need to have a safety talk about how to connect with other students.

Magic Carpet Ride (10 to 20) Have students gather onto the Magic Carpet, which is any floor space in the room. Students take out their sunglasses, buckle their safety belts, take out their keys, start the carpet and take off. Once airborne the Teaching Artist or “head pilot” makes sudden turn alerts, turbulence, etc. After a big landing, the TA leads the class through different environments, (very cold/hot, swamps, ocean, etc.,) and has participants react physically to different climates. Ideally, this is a no talking exercise. At any time the TA may yell "Freeze!" and the class freezes in place, at which time the TA can switch the activity to becoming an animal or exploring characters via age-range (man of 101 or baby of one year), etc. The game ends with everyone hurrying back to the Magic Carpet and riding back to the classroom. Nursery Rhyme (10 to 30) Sing or recite nursery rhymes. Divide into groups and have each group plan which rhyme to sing and mime, or just mime, for others to guess. Pantomime and Action Songs (10 to 25) Numerous songs offer actions to mime as the group sings, such as “If You’re Happy and You Know It.” Variation: Write your own with actions (ex. If you’re happy and you know it laugh out loud, smile a while, show your teeth, grin a lot). Other examples: “Little Bunny Foo Foo,” “Grand Old duke of York,” “My Hat It Has Three Corners,” and “This Old Man, He Played One.” Pass the Face (10 to 30) This game is similar to the classic “Telephone Game,” but using facial expressions instead of words. The leader makes a face and then passes it to the person on his right or left. That person has to pass the face he/she received to the next person and so on. Warm-up by going around once with eyes open and then a couple of rounds with eyes closed. When it is your turn to pass a face, nudge the person next to you to get their attention. Quick Change (10 to 20) Generate a list of emotions caused by situations in units or stories. For example, “disappointed you can’t go to the ball.” Give a series of “Show me with your voice and body” directions using the list. For example, “Show me exhausted from marching through mud.” Shape Shifters (10 to 20) Students stand in a group in the center of the working space. Participants are asked to create different shapes (circle, square, a violin, world’s largest toothbrush, etc.), using their bodies. This work can be done in pairs or groups of four of more. Groups must create the shape within 5-10 seconds, without speaking or moving each other to create the shape. The group must create the shape by watching each other and all participants must be a part of each shape. Tableau/Frozen Picture (10 to 25) Create tableau with a group based on prompts from the instructor. Transformations (10 to 20) Brainstorm character or things that change (ex. Young to old, seed to plant). Ask students to break down phases and do in slow motion. Add music. For example, become a fairy tale character and change, on a count of 10, into another character (ex. Beast into a prince).

Wiggle Worms (10 to 20) Players find personal space. The teacher mimes opening a jar of worms and tells students to get ready to grab them. Toss the worms and direct students to catch and eat and become the wiggle worms. On “freeze” cue, students stop. Repeat with half the class being the audience who gives feedback. The reverse halves. 1st and up Boom Chica Boom (10 to 30) This is call and response, one player inside the circle. I said-a boom chica boom – repeat I said-a boom chica boom - repeat I said a-boom chica rocka chica rocka chica boom. Uh huh – repeat Alright- repeat One more time - repeat Add styles and character voices by starting off with “Robot style” Or just go into the style without naming it first and have group guess the style. Hi, My Name is Joe… (10 to 30) Hello, my name is Joe and I work in a button factory. I have a house, and a dog, and a family. One day, my boss said to me, “Hey Joe, are you busy?” I said, “No.” He said, “Turn this button with your left hand.” Hello, my name is Joe and I work in a button factory. I have a house, and a dog, and a family. One day, my boss said to me, “Hey Joe, are you busy?” I said, “No.” He said, “Turn this button with your right hand.” Hello, my name is Joe and I work in a button factory. I have a house, and a dog, and a family. One day, my boss said to me, “Hey Joe, are you busy?” I said, “No.” He said, “Turn this button with your left foot.” Hello, my name is Joe and I work in a button factory. I have a house, and a dog, and a family. One day, my boss said to me, “Hey Joe, are you busy?” I said, “No.” He said, “Turn this button with your right foot.” Hello, my name is Joe and I work in a button factory. I have a house, and a dog, and a family. One day, my boss said to me, “Hey Joe, are you busy?” I said, “No.” He said, “Turn this button with your head.” Hello, my name is Joe and I work in a button factory. I have a house, and a dog, and a family. One day, my boss said to me, “Hey Joe, are you busy?” I said, “YES!!” Lightning Rounds (10 to 30) Everyone stands in a circle, and thinks of a movement and a noise that they are going to do (it is okay if there are repeats). One person starts by doing their movement and noise, then one at a time each person in the circle repeats that persons’ movement and noise until it gets back to the person who started it. Then the second person demonstrates their movement and noise, and so on and so forth until everyone has gone. (Note: This is not an “add-on” game; each person’s movement/noise is done only once around the circle and the next one is a new one.) More advanced groups can use characters instead of movement and noise. Sneaky Statues (10 to 30) This game is similar to Red Light/Green Light. The Teaching Artist stands in center of the room, closes his/her eyes, and counts to ten. The students meanwhile get into frozen poses or "statues". The TA opens his/her eyes and stands in place while turning in a

circle watching all the statues. When the TA’s back is to a group of statues they can move position, but if anyone is caught moving or speaking they’re out. Sound/Motion Machine (10 to 25) Choose a category to pantomime. Each player chooses a repeatable movement related to the category. One person starts the pantomime, and others join in until all are moving in a space. On signal, everyone adds a sound. Variations: All members of a machine must be touching to show they are a connected whole. This Isn’t a…it’s a” (10 to 30) Students take an everyday object and use their creativity to turn it into something else, using the dialogue stated above. The ever changing object then gets passed around the circle. A scarf works well as the object. What is it? (10 to 20) Participants stand in a circle. The leader shows a piece of fabric, about a yard square, solid color or pattern, to the participants, saying "What could this piece of fabric be? We’re going to pass it around the circle and each of you will show us something that it could become." The leader demonstrates, turning the fabric into something (for suggestions, see list below) and stating what it is. The fabric is passed from person to person, with each participant sharing an idea. If an idea is repeated, such as "a hat", the leader asks the participant to be more specific (a turban, a bonnet), thereby making the participant come up with their own idea. If the number of participants is small enough, the fabric can travel around the circle twice. A variation on this game is to limit the ideas to a category such as clothing, or things that are the color of the fabric. nd

Improvised Scene (10 to 20) Pick a scene with two or more characters. Start with simple plot outlines. For example, “Let’s try the scene when Miss Muffet gathers the things she needs to eat and then finally sits down on her tuffet.” Coach, as needed (e.g., “And then she had to find something to carry it all in”). Remind students to use signals to start and stop scenes. Variation: Give groups a scene to plan from beginning, middle, or end of the story. Each group presents a scene. Provide rehearsal time. Variation: Add dialogue. Machine with styles (10 to 15) Add a style to the Machine exercise….”robot style” etc. Mnemonic Names Players sit in a circle. Each player thinks of a simple gesture or action that relates to him/herself (examples: a bearded man might stroke his beard: someone who loves tennis might swing an imaginary racket). The leader asks for group input and suggestions if a player is "stuck." These are visual mnemonics to help us remember names. One person in the circle says his/her name while doing the gesture; Everyone in the circle then repeats the gesture and says the name simultaneously. The next person in the circle does the same, and then everyone repeats that person's name and gesture, plus the first person's. Continue adding on down the circle, but stop after the 7th9th person. Start a new sequence with the 8th10th person and continue for 79 more names. Our brains can only hold so much information. When everyone in the circle has given their name and gesture, go around the circle nonstop with everyone saying the names and doing the gestures simultaneously. Everyone now rearranges him/herself in the circle, and all simultaneously try to repeat the names and gestures in this new order. No Motion: Walking (10 to 25) Players (full group if possible) walk around the room, or large area focusing on “no motion”. Object Transformation (10 to 30) Everyone stands in a circle. When taking a turn, each participant turns their body to their neighbor and “passes” a mimed action involving an object (petting a cat, bouncing a ball, sawing wood, etc.). That player, in turn, mirrors the action and then transforms the action. They then pass the transformed action on to the next person in the circle. This object transformation can also be done with an added sound. Play Ball (10 to 20) Form a circle. Leader holds an imaginary ball (show size with hands) and calls someone’s name before it is thrown, saying, “Sue, basketball.” The receiver then says, “Thank you, basketball.” Play continues, with the receiver calling a name and throwing the pretend basketball. After a few rounds the leader introduces a second ball, saying, “Joe, beach ball,” and Joe responds, “Thank you, beach ball.” Continue to add more balls. At the end, call “stop” and ask everyone with a ball to hold it. The audience guesses the kind of ball by its size and how it is held. Play Ball #1 (10 to 20) Players count off into two large teams. One team becomes the players while the other team is the audience. Then switch. Working individually within the team, players each start to toss any ball of their own choosing up and down, against a wall, etc. When the players are all in motion, the leader will change the speed at which balls are moving. Portraits (10 to 25) Students work in groups of six or seven, standing in a line facing upstage. One at a time the students turn around and add on to the frozen picture trying to contribute to what the player before has given them. The teaching artist then asks the class/audience to name the tableaux. The teaching artist can also call out an emotion/situation to get the ball rolling.

Stack Action (10 to 15) The first participant comes to the front and demonstrates the first step in a sequence of action (pouring a glass of water, washing hands, writing a letter, etc.). The second participant repeats the action of the first participant and then adds the second step in the sequence of action. Play continues until the sequence is completed. Incredible Machine (10 to 30) Group creates a machine (the type of machine can be specified by the instructor) using their bodies. Each "piece" must relate to the one that came before it (or the ones that are around it). The Stupid Name Game (10 to 25) Have students stand in a circle. You will start by stating your name and showing an action or mannerism that you commonly. The person to the instructor's left will state the instructors name and mannerism and then add his/her name and then his/her mannerism. This continues around the circle until the last person can remember every person's name and mannerism. Through the Door (10 to 20) The students pantomime walking through a door, as they walk through the door they become a character. The TA gives a different character before they walk through the door. The classes enjoy coming up with the list of characters and this sparks creativity. Examples – A girl shoe shopping Michael Jackson Strict Librarian Superman Rock Star Sponge Bob Squarepants The possibilities are endless… rd

Explosion Tag (10 to 20) Have the class break into two groups. Set aside a space that is not too large where students don't have to run large distances. Team one will begin in the space, the other team will watch. One person will be chosen as "it" and they will begin to play tag. After a few minutes of tag, add another simple rule. When a student is tagged they must explode. "Explode" should be the only direction given, let their creativity decide how. The explosions should be an immediate reaction to being tagged. However, the game of tag does not discontinue during an explosion. Trade teams and repeat the process. Freeze (10 to 30) Two players in the circle start by choosing a line of dialogue and begin to improv with a lot of action. At anytime, another player can say, “freeze” and the actors must stop immediately. The person who said freeze taps one actor on the shoulder and replaces them in the scene, taking their exact physical position. The new player starts a whole new scene and play continues until someone else says freeze. Here Comes Charlie (10 to 25) 2 or 3 people start an improv scene in which they talk about their friend Charlie, describing him in detail (ex. Do you notice how Charlie always barks like a dog when he hears the word "cheese"?). Off stage person enters as Charlie and must behave as described. Mill (10 to 20) Players mill around the room. The instructor asks them to lead with different parts of their body (ex. Head, bellybutton, nose, kneecaps). Mime It Down the Alley (10 to 20) Participants are divided into groups of eight to ten people. Each group sits in a straight line, facing backward except for the first person. Participants are not allowed to talk at any point in the game. The first person in each line is given an object to mime (i.e., a toaster, a computer, a jack-in-the-box) the only requirement is that it can be shown in pantomime in a seated position. The first person taps the second person in line on the shoulder so that they turn to face each other. The first person mimes the object, and when the second person thinks he knows what the object is, he nods. Then the object is mimed to the next person, traveling down the line to the last person. The objective is for the pantomime of the object to be clear enough each time that it stays the same object all the way down the line. Usually, the object changes into something entirely different – the interesting thing is to see how it changed along the line. Each person should tell the others what they thought the object was, and discuss what they saw the others demonstrating. Mirrors (10 to 20) Have the groups stand in a circle. One person (perhaps the instructor) will start the game by creating a pose. The person on his/her right will try to imitate the pose exactly. She will then change poses and the person to her right will attempt to imitate her exactly. This should continue around the circle. Make it more fun by having it go both ways around the circle (right and left). Newscast (10 to 30) Your group is in charge of the newscast for WSOGTV. The reporters are known for the bloopers they constantly make during broadcasts. Everyone must have an active part with things to do and say. The sky’s the limit (keep it clean). You may add elements of dance, music, spoken words, and anything else you choose to create Object (10 to 30) A fast paced game for any number. An ordinary object is placed in the centre of the room. Players either take turns or jump in as they wish. The idea is to act a short (5 second!) scene in which the object is endowed as something other than what it is. For example, if the object used is a shoe, then someone might hold it to their ear and use it as a telephone, someone else might mime ironing their clothes and so on.

One Minute After Scene (10 to 20) Ask players to imagine what happened one minute after a piece of art was finished. Divide into groups to plan the scene. Groups then present to the whole class. One-Liner Tableau (10 to 25) Create tableau with a group based on a photograph, portrait, cartoon strip, etc. Pair Pantomime (10 to 20) Brainstorm actions requiring two people (ex. Playing checkers in colonial times). Partner players. At a count, or with a time limit, students mime as many as they can. Literature example: Prince putting the slipper on Cinderella. Suggestion: Do one action in slow, regular, and then in quick time to increase self-control. Variations: Mime famous pairs like the Wright brothers. Add conflict in repeat playing (ex. Cinderella’s feet smell). Pantomime Solo (10 to 20) Players work individually but mime in unison with the group, each in a personal space. The teacher controls the action by coaching and narrating. For example, “You are Little Miss Muffet looking for a place to sit and eat. Remember, you’ve been frightened by a spider in this garden before.” Give signals to start and end. Prediction Pantomime (10 to 25) Technically, all pantomimes should be creative, but prediction pantomime offers more room for improvisation. Instead of interpreting actions, this pantomime idea involves more “What-if” thinking. For example, stop reading a story at a poignant point and ask students to pantomime predictions of what might happen next. Emphasize thinking about possibilities. For example, “I wan to see three things Cinderella might do after she gets home after the first night.” Variation: Do half an experiment or stop part way through a video and ask students to mime an event they anticipate. Rhyme game/exercise (10 to 20) Students come up with their own poetry stanzas/phrases, for example “the dog sat on the log” As they say their line they can add action and should connect to the person before them. (Machine style) Show Time (10 to 25) Groups write and present commercials, news updates, songs and the like to summarize important points. Remind players to include key information, not empty glitz. This provides a good opportunity to teach propaganda devices such as bandwagon or glittering generalities. Smithsonian (10 to 25) The object of Smithsonian is for participants to form a variety of tableaux (using a variety of numbers of people) and to move quickly from one tableau to another. The tableaux are based on the topic or theme of the session. Using a prompt sheet (which states he title of each tableaux, how many participants in each tableaux, and a brief description of the position of or activity within each tableaux) a leader asks participants to move through a variety of tableaux. The tableaux may include movement and sound for variation. Smithsonian should always include one tableau that must be held until a different tableau is called thereby “holding” or “releasing” the participants. Smithsonian can be played rapidly, with the objective of eliminating participates or slowly with the objective of sequence and flow. Participants are eliminated from play whenever they do no listen; do not find a proper place within, or are late forming, a tableau. Sticklers of the game also eliminate any participants who move or flinch if they are supposed to remain frozen. Story Noises Off! Have two volunteers come to the front of the room. One will stand facing the class/audience. The second volunteer will stand behind the other, with his or her back away from the audience. The class will come up with a title to a story. The person facing the

audience must create a story from the given title while the other volunteer creates sound effects. The sound effects can either accentuate the story or encourage it. Story Tableaux (10 to 25) Have the students in groups of five to eight. The TA shows famous paintings depicting tableaux (ex. Washington Crossing the Delaware), and gives them to each of the groups. The students decide whether this painting is the beginning, middle, or end of their tableaux story. They must come up with two tableaux to complete their story, and original painting can be placed anywhere in the storyline. Give the groups 10 minutes to come up with their presentation and then have them show to the class. There can be narration or just switching of the frozen poses with a tambourine hit or saying “lights up/lights down.” Variations of Tableaux (10 to 25) Have the students work in groups of 5 or 6. They come up with three of their own tableaux and have a narrator tell the story in between. Talk Show (10 to 30) Your group is involved in a talk show. This talk show deals with the problems associated with ________ (leader chooses topic). Everyone must have an active part with things to do and say. The sky’s the limit (keep it clean). You may add elements of dance, music, spoken words, and anything else you choose to create. Think Back Pantomime (10 to 20) Players recall actions of characters or actions from science, math, or social studies (ex. sewing the first flag). Tell them to choose one. When you say “Begin,” repeat it in place until the stop signal. Replay and ask players to suggest creative changes. Extension: Ask students to line up and replay by plot order or get into groups (beginning, middle, end of the story, importance, etc.). Three Things Theatre (10 to 30) Have three students stand at the front of the class and prepare to do an improvisational skit. Ask certain members of the class to offer different items that must be used in the skit. For example, ask one student for an item found in a bathroom. Ask another for a person found on a cruise ship, and another for a place or setting. Have the performers create a skit where the three items are utilized successfully. Town (10 to 30) Have the class create a "town." Divide them into groups of three or four and assign them to different social groups in the town. For example one group is the governing body, another may be some local merchants. Each student must create a specific role in the group that they are assigned. Once that is established, tell them someone is going to be murdered, (or committed another offense), (leader will chose murderer and murderee)... and they must figure out who did it. In order to figure, who did the murder the students must interact with each other and develop their own relationship to the other townspeople as well as create their own character. Walk Imitation (10 to 20) Players mill around the room, then choose 1 person and imitate their walk. Variations: One person is selected and the entire group imitates their walk. What Are You Doing? (10 to 20) All the participants pair up. Within each pair, one player (it doesn't matter who goes first) asks the other "(their name), what are you doing?" The second player responds by naming whatever action comes to mind, from "I'm building Frankenstein" to "I'm dancing in a ballet" or whatever. The first player then immediately starts performing whatever action the other player named, and while they are doing so, the second player asks them, "____, what are you doing?" and enacts whatever action the other person names. This goes very quickly, and once it gets started, both players should always be doing something physically. Theoretically, this can go back

and forth forever. One great way to get everybody started is to declare an action yourself that one person in each group starts with, and the other will then begin the questioning. What If: Obstacle Pantomime (10 to 20) Brainstorm actions of characters or people from units (ex. Write in a web). Do a group pantomime of the ideas. Next, divide into small groups and ask groups to add a problem, obstacle, or conflict to one action. Small groups then pantomime (ex. Charlotte is very sleepy). th

4 and up “I Love Your Expertise” Improvisation (10 to 30) Improvisation set-up: Two people meet by chance for the first time in years. They adored each other years ago. One of the scene partners says they loved how the other person was so good at _____ and they name a silly expertise like “kissing bricks.” The second person says they are thrilled because they have become a professional brick kisser and tells their story. When the brick kisser finishes, they say they remember that the other person was great at _______ and names another wild expertise such as kicking fire hydrants. Of course the second person exclaims that they are a world renowned fire hydrant kicker and tells his/her story. This is a great game to build on Expert Interview. 2 Strangers (10 to 30) Using "nonsense talk" just random sounds, gibberish), the two participants must meet on the street. The problem is that they do not speak the same language. One of the participants needs something (i.e., directions to a specific place in town, help finding a lost child, protection from a potential mugger, etc. These choices can be left up to the participant, or can be assigned by the teacher. In any event, the participants should not share their objectives prior to playing out the Situation.). When one participant has succeeded in achieving his or her objective, the scene starts over, with the two meeting again. This time, the other participant must try to achieve his or her objective. (This sounds confusing, but if you ask each pair to decide who is "A" and who is "B" before you begin, you can simply give the direction to have "A" play his or her objective first, then "B.") Airplane (10 to 15) You are on an airplane when the stewardess quietly asks the passengers one by one if anyone knows how to fly a plane. Your reactions should be interesting. Everyone must have an active part with things to do and say. The sky’s the limit (keep it clean). You may add elements of dance, music, spoken words, and anything else you choose to create. Alphabet or A to Z scene (10 to 30) The Teaching Artist asks the group to pick a location, characters, and a task for the characters. Then a scene is created using sentences that begin with the corresponding letter of the alphabet. The story is told going round-robin in the circle, each participant adding one sentence. Alter Ego (10 to 25) 2 people start an improv scene (topic chosen by the audience). At any point, the instructor can call out "Freeze!" and the person speaking must step forward and say what their character is really feeling. Break It Down (10 to25) Players list a series of actions in an event or a place (ex. Sneeze). Break each into three to five parts to pantomime in order. For example, wrinkle nose, suck in breath, throwing back head, throw head forward, wipe nose. Variation: Add conflict. Building a Story (10 to 30) Large group sits in a circle. One player begins the story—it can be known or made up. At any moment in the story, the instructor points at random to players who must immediately pick up where the last player left off even if in the middle of the word. Players are not to repeat the last word of the previous storyteller.

Dodge Ball (20 to 30) Count off into large groups (ten players or more). Each group agrees on the type of mimed ball. Players stand in a circle and try to hit the center player with the ball. If the center player is hit, he/she changes places with the player who threw the ball. It is a foul to hit a player above the waist. Elevator (10 to 20) Players are in small groups. The place is a jammed elevator. Players think about who they are, problems then have, and how they feel. On signal, the group starts a conversation. Variations: Brainstorm contexts from stories, time periods, and locations under study. Any public place works. Students can be book characters, persons in paintings, scientists, or historical figures. Emotional Pantomimes (10 to 20) Start with an example of an emotional situation. Example: You are home alone and you hear strange noises. Ask players to recall emotional moments in literature or other areas of study, times when character had strong feelings. Give a start signal for players to use face and body to mime examples. Give feedback on use of details to show action/emotion using “I see…” frame. Split the group into actors and audience to share. Reverse so that all have a chance to observe and discuss what works. Variations: Add a problem or conflict to increase interest and creative thinking. Entrances/Exits (10 to 20) 4 players are each designated "activation" words; one player begins a scene, at some point utilizing an "activation" word. That player then enters the scene. This is done for each of the players. When they hear their word a second time, they must find a logical way to exit the scene. Flock of Seagulls (10 to 20) You have a lead actor and four other actors who must copy everything the lead actor does. The problem is that each of the other actors has some sort of problem. One has their foot stuck to the floor, one can't put their arms down, one has their hands stuck to their head, one keeps falling asleep (add your own problems). Follow the Follower #1 (10 to 30) Teams of two. One player becomes the mirror, the other the initiator. The instructor will start the players playing Mirror, calling, “Change!” at intervals for players to reverse positions. When players are initiation and reflecting with large body movements, Instructor will call, “On your own!” Players then reflect each other without initiating. This is tricky—players are not to initiate but are to follow the initiator. Both are at once the Initiator and the Mirror (or follower). Players reflect themselves being reflected. Group Stop (10 to 20) Everyone quietly mills about the room. One person will elect to freeze in position unexpectedly. As soon as one notices that someone else has frozen in position they freeze as well. So the effect of one person freezing causes everyone to freeze. Once everyone is still the group starts milling around again. The goal is to see how quickly the group can freeze in position. Honey If You Love Me… (10 to 30) Put students in pairs. Person A will attempt to make Person B smile and/or laugh. Person A turns to Person B, makes eye-contact and says "Honey if you love me you'll give me a smile," while doing whatever she/he needs to make Person B “break.” (In theatre when you smile or laugh it is called “breaking.”) Person B has to maintain eye-contact throughout with person B and say WITHOUT SMILING, "Honey I love you but I just can't smile." Involvement in Twos (10 to 25) Teams of two players agree on an object between them and begin an activity determined by the object itself, such as folding bed sheets or pulling taffy.

Involvement with Large Objects (10 to 20) Single player or large group of players all working individually. Each player selects and becomes involved with a large entangling object: examples include a spider web, a boa constrictor, forest vines, a parachute, etc. It’s Heavier When Its Full (10 to 30) Count off into teams. Teams agree on an activity in which receptacles must be filled, emptied, and filled again. Two or three members of a team can carry objects together. Some examples are picking apples, filling a treasure chest, carrying water. Mirror Speech #1 (10 to 30) In pairs, one player is the initiator, the other the reflector. The initiator speaks out loud, while the reflector mirrors what they are saying/doing (silently). Then, roles are reversed. Variation: Players do the mirror exercise in pairs while holding a conversation on a chosen subject. Playground #1 (10 to 30) Full group divides into teams of differing sizes and each team chooses a playground game requiring equipment or play objects (jacks, marbles, tiddlywinks, four square, rope or ball games). All teams scattered around the room mime playing different games simultaneously as on a playground. Playground #2 (10 to 25) Full group divided into teams mime playing any of the following games: baseball, basketball, keep-away, volleyball, etc. All rules of the chosen game must be followed. Space Shaping (10 to 30) Can be done in 3 parts. 1) Simultaneously but individually, players mold the space around them into an object. 2) Teams of 2, players mold the space around them. 3) Teams of 3, 4 or 5 in a circle, players mold the space within their circle. Stack Action Story (10 to 20) Similar to Stack Action but adds verbal interaction and is played in a circle. The first participant mimes and narrates the first sequence of action. The narration must be spoken simultaneously with the movement. The next participant repeats exactly what the preceding participant did and said and adds the next sequence. Play continues until the story is completed. At the conclusion of the story, all participants retell the story in unison using their bodies and voices. The Sphinx (10 to 30) 3 people are the Sphinx (one seated, one kneeling behind and one standing behind) and must answer questions from the audience one word at a time. Touching-Touched (10 to 30) Players are coached to touch an object and, when the object is felt, to allow the object to touch them. “Touch something! Either on yourself or in the room! Feel it! When you think you truly feel it, let it feel you! Don’t ponder it! Don’t analyze! Feel something, and then let it feel you! Touch your check! Then let your cheek touch you! And notice the difference! Now touch the object and let the object touch you at the same time!” Trapped (10 to 20) Single player chooses an environment from which they try to escape (prison cell, inside a trunk, leg in a bear trap, etc.)

Tug of War (10 to 20) Tug of war with a mimed rope. Word Game #1 Charades (10 to 20) Group charades. th

5 and up Discussions (10 to 25) A discussion becomes a dramatic encounter when players take on roles (ex. Characters, famous persons, objects). Slow Motion Race (10 to 25) A warm up game for an individual team. The team has a race over a short distance each person moving in the slowest slow motion they can while still trying to actually win the race. A good physical warm up. Who’s Knocking #2 (10 to 25) Single player out of view, communicates Who, What, and Where by knocking. Any player may assume a Who and open the door if a communication is received. The out-of-view player may send the answering player back to audience if the knock was not received as sent. Then player knocks again. When the knock is answered correctly, other players may enter if moved to do so by Where, Who and What. Writing Exercises (10 to 30) a.) A-Z SCENE is similar to the story in the round. Scene partners are chosen and then groups disperse and write a scene with corresponding letters of the alphabet after deciding given circumstances (who, what, when, where) b.) ONCE UPON A TIME… Students write a short story about an event from their life that involved them, but narrated from the perspective of someone else involved in the story. Stories are read aloud at the end of class if the writer wishes to. c.) WRITING “BADLY”- TA makes a list with other students help. The list is of what makes writing “bad,” then everyone composes stories written as badly as possible. Great trick to get students thinking and writing creatively. th

6 and up Viewpoints Exercise (10 to 20) Based on the 6 Viewpoints described by Mary Overlie

Theatre Games Exploring CHARACTER All Levels Actor’s Toolbox (10 to 30) This is the way we begin every session with the younger and middle school kids. We discuss how voice, body, and imagination are the three things we need to be actors and actresses. Have students use their imaginations, voices, and bodies to become an old person, a dog, a tea kettle. Modifications/Extensions: Students with mobility issues can use puppets. The Dot Game (10 to 20) The Teaching Artist asks everyone to reach into their pockets and pull out an imaginary “dot.” The TA guides the students through visualization and imagination exercises using their “dots.” Variations include: placing the dot at different points in space (high, low, near, far), giving the dots names, giving and receiving secrets to and from their dots, etc. Students can also “become their dots” by stretching them into large shapes and stepping into them. When exploring the space as dots themselves, students can interact with the other “dots” around them. Once students are invested in “being their dots,” explore emotions either by talking about what makes the “dots” feel certain ways, or by dreaming as dots. The “dots” can show how they feel by using different emotive faces (sad, confused, happy, etc). The game ends by stepping out of your dot and rolling it back into a smaller dot that can return to your pocket for safe keeping. Every Morning When I Wake Up (10 to 20) Like “When I Go...”, however the players must also pantomime what they do when they wake up in the morning. Follow the Leader (10 to 15) Have everyone form lines, no more than 5 or 6 students per line. While filling the space begin to walk around the room in the line. The leader will then choose a character with a specific way of walking, and the rest of the line follows the leader’s actions. Then have the leader move to the back of the line and the new leader takes over. Repeat until everyone has had a turn. Kalamazoo (10 to 20) Divide class into two groups to decide on a pantomime category (ex. Jobs, animals, toys). Tell them to line up facing each other. Group 1 says, “Here we come,” and group 2 responds, “Where are you from?” Group 1, “Kalamazoo.” Group 2, “What do you do?” Group 1, “Here’s a clue.” Group 1 then pantomimes while group 2 guesses. A time limit can be set. Magic Carpet Ride (10 to 20) Have students gather onto the Magic Carpet, which is any floor space in the room. Students take out their sunglasses, buckle their safety belts, take out their keys, start the carpet and take off. Once airborne the Teaching Artist or “head pilot” makes sudden turn alerts, turbulence, etc. After a big landing, the TA leads the class through different environments, (very cold/hot, swamps, ocean, etc.,) and has participants react physically to different climates. Ideally, this is a no talking exercise. At any time the TA may yell "Freeze!" and the class freezes in place, at which time the TA can switch the activity to becoming an animal or exploring characters via age-range (man of 101 or baby of one year), etc. The game ends with everyone hurrying back to the Magic Carpet and riding back to the classroom. Nursery Rhyme (10 to 30) Sing or recite nursery rhymes. Divide into groups and have each group plan which rhyme to sing and mime, or just mime, for others to guess.

Pass the Face (10 to 30) This game is similar to the classic “Telephone Game,” but using facial expressions instead of words. The leader makes a face and then passes it to the person on his right or left. That person has to pass the face he/she received to the next person and so on. Warm-up by going around once with eyes open and then a couple of rounds with eyes closed. When it is your turn to pass a face, nudge the person next to you to get their attention. Shape Shifters (10 to 20) Students stand in a group in the center of the working space. Participants are asked to create different shapes (circle, square, a violin, world’s largest toothbrush, etc.), using their bodies. This work can be done in pairs or groups of four of more. Groups must create the shape within 5-10 seconds, without speaking or moving each other to create the shape. The group must create the shape by watching each other and all participants must be a part of each shape. Tableau/Frozen Picture (10 to 25) Create tableau with a group based on prompts from the instructor. Transformations (10 to 20) Brainstorm character or things that change (ex. Young to old, seed to plant). Ask students to break down phases and do in slow motion. Add music. For example, become a fairy tale character and change, on a count of 10, into another character (ex. Beast into a prince). st

1 and up Boom Chica Boom (10 to 30) This is call and response, one player inside the circle. I said-a boom chica boom – repeat I said-a boom chica boom - repeat I said a-boom chica rocka chica rocka chica boom. Uh huh – repeat Alright- repeat One more time - repeat Add styles and character voices by starting off with “Robot style” Or just go into the style without naming it first and have group guess the style. Conducting a Story (10 to 20) This game employs the same principles as “Alphabet Scene,” only in this version the Teaching Artist acts as the Conductor and points to different students in the circle at random who must pick up the story where it left off with the next corresponding letter of the alphabet. Modifications/Extensions: This exercise could be used as a writing prompt. After participating in the exercise, students can elaborate on the scene in writing. When I Go to___, I’m Gonna Bring My___ (10 to 15) The Teaching Artist asks the group to decide on a travel destination. If the destination is Paris, the TA begins by saying, “When I go to Paris, I’m gonna bring my toothbrush.” The next person adds to the list by saying the first thing off the top of their head, “When I go to Paris I’m gonna bring my toothbrush and my fur-coat.” The next person adds on his item after listing the previously listed items. Variations include gesture only, and speaking in gibberish. nd

2 and up

Alien Interpreter (10 to 30) This activity can be used simply as an icebreaker and intro activity. It is fun and entertaining. It can also be used to start more meaningful discussions in a non-threatening way. Gibberish Interpreter (10 to 30) Two people act out a scene using only gibberish, 2 other people (offstage) provide the translation of what they are saying. Gift Giving (10 to 30) Person A turns to the person sitting next to them. Person A says, “I like you so much I bought you this.” A hands the gift to person B who replies, “Oh! I’ve always wanted a ____”, and says the first thing that pops into his/her head. Person A and person B can improv for a moment over the gift, and the scene ends with person B saying, “Thank you so much!” This can continue around the circle. Hey Buddy! (10 to 20) This is a game played in teams (usually even numbers of no less than 4 people). It is based on pantomime games, like charades. The two person teams are split into two lines, Line A will do the pantomiming, Line B the guessing. The first person on Line A pantomimes using an object, trying to get the first person on Line B to guess what the object is. If s/he figures out what the object is, s/he says, "hey buddy, leave my _____ alone" (filling the object in the blank) If the guesser is correct the player pantomiming high-fives him/her and the two switch to the side opposite the one they were on. This continues until either all players have gotten one turn on each side or a time limit expires. If done with enough people, there should be multiple teams, and the team who was able to have more correct guesses wins. (There are endless variations on how one team can "win" the game - or there doesn't have to be a competition at all!) Improvised Scene (10 to 20) Pick a scene with two or more characters. Start with simple plot outlines. For example, “Let’s try the scene when Miss Muffet gathers the things she needs to eat and then finally sits down on her tuffet.” Coach, as needed (e.g., “And then she had to find something to carry it all in”). Remind students to use signals to start and stop scenes. Variation: Give groups a scene to plan from beginning, middle, or end of the story. Each group presents a scene. Provide rehearsal time. Variation: Add dialogue. No/So/Dude (10 to 30) This is a circle activity working on vocal inflection wherein the words, “No,” “So,” and “Dude,” are passed around the circle. Each participant must make a different vocal inflection expressing attitude or emotion so that the words carry different meanings. Variation can be added by having one word going in one direction around the circle at the same time a different word is going in the opposite direction. Panels (10 to 20) Everyone can be the same or different characters who present views on an issue. Panels begin with opening statements, and then the audience asks questions. Variation 1: Players take roles of consultants, experts, or advisers on a topic. For science and social studies, players should research to plan for their roles. Variation 2: Set this up as a press conference. Portraits (10 to 25) Students work in groups of six or seven, standing in a line facing upstage. One at a time the students turn around and add on to the frozen picture trying to contribute to what the player before has given them. The teaching artist then asks the class/audience to name the tableaux. The teaching artist can also call out an emotion/situation to get the ball rolling.

Shark Attack! (10 to 15) What you need is some sections of old newspaper that are the big double sections. Strategically place them around the room. These are your islands and the rest of the floor space is the water. The object of the game is for the shark (the instructor) to catch swimmers (the other players) who are not COMPLETELY on the paper island. Tell the swimmers to swim around the room, when you yell out "SHARK ATTACK" they must get onto an island. Even if a half inch of their shoe is on the bare floor, they get eaten and are out! After each round, the lead shark will rip a piece of the island off so the islands slowly become smaller. This continues until all the swimmers have been eaten. You may or may not use the people that you kill as extra sharks. The space will help you decide this. You may want to just use one or two extras at a time. Something to do (10 to 20) Have the class count off into two teams. Team one stands in a line facing the audience (which is team 2). Team two must try to look cool and relaxed. If someone is fidgeting, or obviously uncomfortable, give him a task (counting white shoes, counting lights, etc.) until he is looking comfortable. Keep coaching for them to focus on their activity. When they are all looking comfortable, change the teams. Ask how they learned to overcome discomfort or nervousness while in front of an audience. Stack Action (10 to 15) The first participant comes to the front and demonstrates the first step in a sequence of action (pouring a glass of water, washing hands, writing a letter, etc.). The second participant repeats the action of the first participant and then adds the second step in the sequence of action. Play continues until the sequence is completed. Think Bigger (10 to 20) In a circle, the Teaching Artist picks one student to come up with an everyday activity (eating a bowl of cereal, taking a shower, etc.) and then pantomime the activity the way he/she would normally do it. The group then turns to the next person in the circle and in unison tells him/her to “Think Bigger!” That person does the same activity a little bit bigger. And then the group tells the next student to “Think Bigger!” who does the same activity even bigger, and so on until the activity has become so big that a new one needs to be chosen. rd

on the bus adopts the attitude, personality, accent, movements, etc. of the new arrival until the bus is full. Then begin randomly letting passengers off the bus remembering to adopt the mannerisms of the passenger that boarded before the exiting individual. Fortunately/ Unfortunately (10 to 15) Everyone stands in a circle to create a story one sentence at a time. The first student begins the story with the word, “fortunately” (for example, “Fortunately, the sun was shining.”) The next participant, without ignoring or denying the information supplied by the first participant, must continue the story by starting their sentence with the word, unfortunately (for example “Unfortunately, I left my sun-block at home.”) Play continues around the circle. Freeze (10 to 30) Two players in the circle start by choosing a line of dialogue and begin to improv with a lot of action. At anytime, another player can say, “freeze” and the actors must stop immediately. The person who said freeze taps one actor on the shoulder and replaces them in the scene, taking their exact physical position. The new player starts a whole new scene and play continues until someone else says freeze. Here Comes Charlie (10 to 25) 2 or 3 people start an improv scene in which they talk about their friend Charlie, describing him in detail (ex. Do you notice how Charlie always barks like a dog when he hears the word "cheese"?). Off stage person enters as Charlie and must behave as described. Interviews (10 to 15) Instructor assumes the role of interviewer and players take a character role. Players are questioned in talk show style and use voice and body to convey who they are. A good starter interview question is “What happened?” (ex. Instructor is a TV host interviewing (1) characters in Charlotte’s Web right after the first word appears in the web, (2) animals from fables like :The Mouse at the Seashore,” or (3) unpopular characters, such as a wolf, who present a point of view. If a panel is used, members can be questioned by the class, who also take roles (ex. News reporters). Mill (10 to 20) Players mill around the room. The instructor asks them to lead with different parts of their body (ex. Head, bellybutton, nose, kneecaps). Newscast (10 to 30) Your group is in charge of the newscast for WSOGTV. The reporters are known for the bloopers they constantly make during broadcasts. Everyone must have an active part with things to do and say. The sky’s the limit (keep it clean). You may add elements of dance, music, spoken words, and anything else you choose to create. Object (10 to 30) A fast paced game for any number. An ordinary object is placed in the centre of the room. Players either take turns or jump in as they wish. The idea is to act a short (5 second!) scene in which the object is endowed as something other than what it is. For example, if the object used is a shoe, then someone might hold it to their ear and use it as a telephone, someone else might mime ironing their clothes and so on. One Minute After Scene (10 to 20) Ask players to imagine what happened one minute after a piece of art was finished. Divide into groups to plan the scene. Groups then present to the whole class. One-Liner Tableau (10 to 25) Create tableau with a group based on a photograph, portrait, cartoon strip, etc.

Pair Pantomime (10 to 20) Brainstorm actions requiring two people (ex. Playing checkers in colonial times). Partner players. At a count, or with a time limit, students mime as many as they can. Literature example: Prince putting the slipper on Cinderella. Suggestion: Do one action in slow, regular, and then in quick time to increase self-control. Variations: Mime famous pairs like the Wright brothers. Add conflict in repeat playing (ex. Cinderella’s feet smell). Pantomime Solo (10 to 20) Players work individually but mime in unison with the group, each in a personal space. The teacher controls the action by coaching and narrating. For example, “You are Little Miss Muffet looking for a place to sit and eat. Remember, you’ve been frightened by a spider in this garden before.” Give signals to start and end. Questions (10 to 30) 2 people improvise a scene but can only speak in questions. When one of them messes up, they are replaced and a new scene is started. Rhyme game/exercise (10 to 20) Students come up with their own poetry stanzas/phrases, for example “the dog sat on the log” As they say their line they can add action and should connect to the person before them. (Machine style) Show Time (10 to 25) Groups write and present commercials, news updates, songs and the like to summarize important points. Remind players to include key information, not empty glitz. This provides a good opportunity to teach propaganda devices such as bandwagon or glittering generalities. Smithsonian (10 to 25) The object of Smithsonian is for participants to form a variety of tableaux (using a variety of numbers of people) and to move quickly from one tableau to another. The tableaux are based on the topic or theme of the session. Using a prompt sheet (which states he title of each tableaux, how many participants in each tableaux, and a brief description of the position of or activity within each tableaux) a leader asks participants to move through a variety of tableaux. The tableaux may include movement and sound for variation. Smithsonian should always include one tableau that must be held until a different tableau is called thereby “holding” or “releasing” the participants. Smithsonian can be played rapidly, with the objective of eliminating participates or slowly with the objective of sequence and flow. Participants are eliminated from play whenever they do no listen; do not find a proper place within, or are late forming, a tableau. Sticklers of the game also eliminate any participants who move or flinch if they are supposed to remain frozen. Story Noises Off! Have two volunteers come to the front of the room. One will stand facing the class/audience. The second volunteer will stand behind the other, with his or her back away from the audience. The class will come up with a title to a story. The person facing the audience must create a story from the given title while the other volunteer creates sound effects. The sound effects can either accentuate the story or encourage it. Story Tableaux (10 to 25) Have the students in groups of five to eight. The TA shows famous paintings depicting tableaux (ex. Washington Crossing the Delaware), and gives them to each of the groups. The students decide whether this painting is the beginning, middle, or end of their tableaux story. They must come up with two tableaux to complete their story, and original painting can be placed anywhere in the storyline. Give the groups 10 minutes to come up with their presentation and then have them show to the class. There can be narration or just switching of the frozen poses with a tambourine hit or saying “lights up/lights down.”

Variations of Tableaux (10 to 25) Have the students work in groups of 5 or 6. They come up with three of their own tableaux and have a narrator tell the story in between. Talk Show (10 to 30) Your group is involved in a talk show. This talk show deals with the problems associated with ________ (leader chooses topic). Everyone must have an active part with things to do and say. The sky’s the limit (keep it clean). You may add elements of dance, music, spoken words, and anything else you choose to create. Think Back Pantomime (10 to 20) Players recall actions of characters or actions from science, math, or social studies (ex. sewing the first flag). Tell them to choose one. When you say “Begin,” repeat it in place until the stop signal. Replay and ask players to suggest creative changes. Extension: Ask students to line up and replay by plot order or get into groups (beginning, middle, end of the story, importance, etc.). Three Things Theatre (10 to 30) Have three students stand at the front of the class and prepare to do an improvisational skit. Ask certain members of the class to offer different items that must be used in the skit. For example, ask one student for an item found in a bathroom. Ask another for a person found on a cruise ship, and another for a place or setting. Have the performers create a skit where the three items are utilized successfully. Town (10 to 30) Have the class create a "town." Divide them into groups of three or four and assign them to different social groups in the town. For example one group is the governing body, another may be some local merchants. Each student must create a specific role in the group that they are assigned. Once that is established, tell them someone is going to be murdered, (or committed another offense), (leader will chose murderer and murderee)... and they must figure out who did it. In order to figure, who did the murder the students must interact with each other and develop their own relationship to the other townspeople as well as create their own character. What If: Obstacle Pantomime (10 to 20) Brainstorm actions of characters or people from units (ex. Write in a web). Do a group pantomime of the ideas. Next, divide into small groups and ask groups to add a problem, obstacle, or conflict to one action. Small groups then pantomime (ex. Charlotte is very sleepy). th

achieve his or her objective. (This sounds confusing, but if you ask each pair to decide who is "A" and who is "B" before you begin, you can simply give the direction to have "A" play his or her objective first, then "B.") Airplane (10 to 15) You are on an airplane when the stewardess quietly asks the passengers one by one if anyone knows how to fly a plane. Your reactions should be interesting. Everyone must have an active part with things to do and say. The sky’s the limit (keep it clean). You may add elements of dance, music, spoken words, and anything else you choose to create. Alphabet or A to Z scene (10 to 30) The Teaching Artist asks the group to pick a location, characters, and a task for the characters. Then a scene is created using sentences that begin with the corresponding letter of the alphabet. The story is told going round-robin in the circle, each participant adding one sentence. Alter Ego (10 to 25) 2 people start an improv scene (topic chosen by the audience). At any point, the instructor can call out "Freeze!" and the person speaking must step forward and say what their character is really feeling. Break It Down (10 to25) Players list a series of actions in an event or a place (ex. Sneeze). Break each into three to five parts to pantomime in order. For example, wrinkle nose, suck in breath, throwing back head, throw head forward, wipe nose. Variation: Add conflict. Building a Story (10 to 30) Large group sits in a circle. One player begins the story—it can be known or made up. At any moment in the story, the instructor points at random to players who must immediately pick up where the last player left off even if in the middle of the word. Players are not to repeat the last word of the previous storyteller. Conflicting Messages (10 to 25) Players say a one-liner differently from what the words seem to convey (ex. “I am happy” spoken with great sadness). Elevator (10 to 20) Players are in small groups. The place is a jammed elevator. Players think about who they are, problems then have, and how they feel. On signal, the group starts a conversation. Variations: Brainstorm contexts from stories, time periods, and locations under study. Any public place works. Students can be book characters, persons in paintings, scientists, or historical figures. Emotional Pantomimes (10 to 20) Start with an example of an emotional situation. Example: You are home alone and you hear strange noises. Ask players to recall emotional moments in literature or other areas of study, times when character had strong feelings. Give a start signal for players to use face and body to mime examples. Give feedback on use of details to show action/emotion using “I see…” frame. Split the group into actors and audience to share. Reverse so that all have a chance to observe and discuss what works. Variations: Add a problem or conflict to increase interest and creative thinking. Empathy Roles (10 to 20) Each player takes the role of a character or person everyone knows. The teacher begins a discussion or interview with an open question concerning a key moment, problem, topics, or theme. It is best if an important question is used (ex. Moral dilemma). Each player enters the discussion in character and remains in character throughout. The instructor can call on players for ideas or the players can volunteer. Variation: Players prepare by writing down who they are, what they want, and how they act and feel. Name tags can also be used.

Entrances/Exits (10 to 20) 4 players are each designated "activation" words; one player begins a scene, at some point utilizing an "activation" word. That player then enters the scene. This is done for each of the players. When they hear their word a second time, they must find a logical way to exit the scene. Flock of Seagulls (10 to 20) You have a lead actor and four other actors who must copy everything the lead actor does. The problem is that each of the other actors has some sort of problem. One has their foot stuck to the floor, one can't put their arms down, one has their hands stuck to their head, one keeps falling asleep (add your own problems). Honey If You Love Me… (10 to 30) Put students in pairs. Person A will attempt to make Person B smile and/or laugh. Person A turns to Person B, makes eye-contact and says "Honey if you love me you'll give me a smile," while doing whatever she/he needs to make Person B “break.” (In theatre when you smile or laugh it is called “breaking.”) Person B has to maintain eye-contact throughout with person B and say WITHOUT SMILING, "Honey I love you but I just can't smile." I'm Going to New York (10 to 20) Break the class into two teams. Place them on opposite sides of the room. Team one decides on an occupation that they will act out for the other team to guess. Team one then moves toward the other team while saying the following dialogue: Team one: We're going to New York Team two: What's your trade? Team one: Lemonade Team two: Give us some, or go away. The students then act out the occupation and the other team two guesses out loud. When one student guesses what the occupation is team one tries to run back to their side before being tagged by team two. Everyone who is tagged returns back to team two's side. You may also act out different things that are being studied or, for younger ages, animals or other objects. Involvement with Large Objects (10 to 20) Single player or a large group all working individually. Each player selects and becomes involved with a large entangling object (spider web, boa constrictor, parachute, forest vines etc.) It’s Heavier When Its Full (10 to 30) Count off into teams. Teams agree on an activity in which receptacles must be filled, emptied, and filled again. Two or three members of a team can carry objects together. Some examples are picking apples, filling a treasure chest, carrying water. Playground #1 (10 to 30) Full group divides into teams of differing sizes and each team chooses a playground game requiring equipment or play objects (jacks, marbles, tiddlywinks, four square, rope or ball games). All teams scattered around the room mime playing different games simultaneously as on a playground. Playground #2 (10 to 25) Full group divided into teams mime playing any of the following games: baseball, basketball, keep-away, volleyball, etc. All rules of the chosen game must be followed.

Relating an Incident Adding Color (10 to 30) 2 players, the first tells a simple, short story, the second repeats it, but adds as much color as possible (ex. Player 1: “I walked down the street and saw an accident between a car and a truck." Player 2: "I was walking down the grey street and saw an accident between a green car and a brown truck.") Say It Your Way (10 to 20) Players say a sentence in a role or in a mood. Others try to guess their identity. Create role cards with character or person names. Players draw cards and rehearse reading the sentence many ways (ex. Angry, sad, confident). Coach to emphasize different words to change meanings: Who is my friend? Who is my friend? Who is my friend? Who is my friend? Here are other examples: ~I don’t like your attitude. ~Everyone just left. ~She has a terrible headache. ~We only have five left. ~Remember to check each answer. ~Where do you think you are going? ~Turn out the light. ~Close the door. Seeing the Word (10 to 20) One player describes a personal experience. Without stopping, the player shifts focus based on side-coaching from the instructor. Sentence Frames (10 to 30) Each person orally completes this frame: “I am…and I want…” The goal is not to give names, but a role they clay and a goal. Coach players to change volume, rate, pause, pitch, and stress. Each response should be different in content and expression. After each player says the frame the group can echo, “She is __________ and she wants ________.” Stack Action Story (10 to 20) Similar to Stack Action but adds verbal interaction and is played in a circle. The first participant mimes and narrates the first sequence of action. The narration must be spoken simultaneously with the movement. The next participant repeats exactly what the preceding participant did and said and adds the next sequence. Play continues until the story is completed. At the conclusion of the story, all participants retell the story in unison using their bodies and voices. Television Shows (10 to 20) Adapt game and talk show formats. Examples” I’ve Got a Secret, Jeopardy, Wheel of Fortune, Concentration, Password, or Oprah. The show adaptations work best after a unit of study. The Chair (10 to 25) One player sits in a chair. Another player takes a role and begins a conversation. The seated person must figure out who the other character is and respond accordingly. Variation: Partners sit back to back. Pairs each take the role of a book character, an occupation, or family role. On signal, they face and the first to talk sets the situation. The second person must figure out who his or her partner is and respond in role. The Sphinx (10 to 30) 3 people are the Sphinx (one seated, one kneeling behind and one standing behind) and must answer questions from the audience one word at a time.

Three-Way Writing (10 to 30) Full group, seated at tables or desks. Each player divides a large piece of paper into three columns and marks them I, II, and III, respectively with the name of a different subject at the top of each column. When the instructor calls out that column number, player immediately (without pause) starts to write about the subject in that column. When another column number is called out, player stops (even in mid-word) and immediately starts to write about the subject for that column number in the column. Instructor will move from column number to column number randomly, but when the game is over, player should have a piece of paper with three different short essays or stories on it, each not necessarily completed. Trapped (10 to 20) Single player chooses an environment from which they try to escape (prison cell, inside a trunk, leg in a bear trap, etc.) Two Headed Expert (10 to 20) 2 people become the 2-headed expert, who speak on a topic chosen by the audience, one word at a time Very Exciting Story (Story, Story, Die) (10 to 20) In a line, a story is told, being conducted by the instructor. If one person repeats something that is already said, says something that doesn't fit in the story etc., they are out and must "die" a very dramatic death. Gibberish circle (10 to 30) This game is played with the same rhythm as â&#x20AC;&#x153;You, Me, Youâ&#x20AC;?, using gibberish (nonsense) conversation to give and take around the circle. th

Slow Motion Race (10 to 25) A warm up game for an individual team. The team has a race over a short distance each person moving in the slowest slow motion they can while still trying to actually win the race. A good physical warm up. Two Conversations (10 to 20) Break the class up into groups of 3. Have them sit with one person in the middle and the others on both ends facing the middle. The students on both ends will simultaneously hold conversations with the person in the middle as though there was no one on the other side of the middle person. The person in the middle will try to earnestly carry on both conversations. Rotate players Who’s Knocking #2 (10 to 25) Single player out of view, communicates Who, What, and Where by knocking. Any player may assume a Who and open the door if a communication is received. The out-of-view player may send the answering player back to audience if the knock was not received as sent. Then player knocks again. When the knock is answered correctly, other players may enter if moved to do so by Where, Who and What. Writing Exercises (10 to 30) a.) A-Z SCENE is similar to the story in the round. Scene partners are chosen and then groups disperse and write a scene with corresponding letters of the alphabet after deciding given circumstances (who, what, when, where) b.) ONCE UPON A TIME… Students write a short story about an event from their life that involved them, but narrated from the perspective of someone else involved in the story. Stories are read aloud at the end of class if the writer wishes to. c.) WRITING “BADLY”- TA makes a list with other students help. The list is of what makes writing “bad,” then everyone composes stories written as badly as possible. Great trick to get students thinking and writing creatively.

Theatre Games Exploring PLOT All Levels Tableau/Frozen Picture (10 to 25) Create tableau with a group based on prompts from the instructor. st

1 and up Conducting a Story (10 to 20) This game employs the same principles as “Alphabet Scene,” only in this version the Teaching Artist acts as the Conductor and points to different students in the circle at random who must pick up the story where it left off with the next corresponding letter of the alphabet. Modifications/Extensions: This exercise could be used as a writing prompt. After participating in the exercise, students can elaborate on the scene in writing. When I Go to___, I’m Gonna Bring My___ (10 to 15) The Teaching Artist asks the group to decide on a travel destination. If the destination is Paris, the TA begins by saying, “When I go to Paris, I’m gonna bring my toothbrush.” The next person adds to the list by saying the first thing off the top of their head, “When I go to Paris I’m gonna bring my toothbrush and my fur-coat.” The next person adds on his item after listing the previously listed items. Variations include gesture only, and speaking in gibberish. nd

Portraits (15 to 25) Students work in groups of six or seven, standing in a line facing upstage. One at a time the students turn around and add on to the frozen picture trying to contribute to what the player before has given them. The teaching artist then asks the class/audience to name the tableaux. The teaching artist can also call out an emotion/situation to get the ball rolling. Stack Action (10 to 15) The first participant comes to the front and demonstrates the first step in a sequence of action (pouring a glass of water, washing hands, writing a letter, etc.). The second participant repeats the action of the first participant and then adds the second step in the sequence of action. Play continues until the sequence is completed. Through the Door (10 to 20) The students pantomime walking through a door, as they walk through the door they become a character. The TA gives a different character before they walk through the door. The classes enjoy coming up with the list of characters and this sparks creativity. rd

3 and up Boat (10 to 15) You are in a boat with your group members. When looking in the water, each group member sees something different. Report what you saw to each other and figure out what to do. Everyone must have an active part with things to do and say. Building a Story from a Random Collection of Words (10 to 30) All teams gather in different areas and play simultaneously. Teams of three or more players agree on a first player who spreads out his collection of word cards so that all his teammates can see. Working together, arranging and rearranging the word cards, players build one story that includes all the words. If connecting words are needed, players write them on new cards or slips of paper and place them in context. When the first story is completed and includes all original words, first player writes out the story n a piece of paper and gathers both original and new cards into his or her envelope. Next player spreads out his or her own selection of words and team proceeds as above, building a story from known words. Bus Stop (10 to 30) Split the class into two groups for simultaneous group improvs, or have one group be the audience and then switch with the other group. Students improvise that they are at a bus stop waiting for the bus to arrive. As each new passenger boards the bus, everyone on the bus adopts the attitude, personality, accent, movements, etc. of the new arrival until the bus is full. Then begin randomly letting passengers off the bus remembering to adopt the mannerisms of the passenger that boarded before the exiting individual. Fortunately/ Unfortunately (10 to 15) Everyone stands in a circle to create a story one sentence at a time. The first student begins the story with the word, “fortunately” (for example, “Fortunately, the sun was shining.”) The next participant, without ignoring or denying the information supplied by the first participant, must continue the story by starting their sentence with the word, unfortunately (for example “Unfortunately, I left my sun-block at home.”) Play continues around the circle. Freeze (10 to 30) Two players in the circle start by choosing a line of dialogue and begin to improv with a lot of action. At anytime, another player can say, “freeze” and the actors must stop immediately. The person who said freeze taps one actor on the shoulder and replaces them in the scene, taking their exact physical position. The new player starts a whole new scene and play continues until someone else says freeze.

Here Comes Charlie (10 to 25) 2 or 3 people start an improv scene in which they talk about their friend Charlie, describing him in detail (ex. Do you notice how Charlie always barks like a dog when he hears the word "cheese"?). Off stage person enters as Charlie and must behave as described. Interviews (10 to 15) Instructor assumes the role of interviewer and players take a character role. Players are questioned in talk show style and use voice and body to convey who they are. A good starter interview question is “What happened?” (ex. Instructor is a TV host interviewing (1) characters in Charlotte’s Web right after the first word appears in the web, (2) animals from fables like :The Mouse at the Seashore,” or (3) unpopular characters, such as a wolf, who present a point of view. If a panel is used, members can be questioned by the class, who also take roles (ex. News reporters). Newscast (10 to 30) Your group is in charge of the newscast for WSOGTV. The reporters are known for the bloopers they constantly make during broadcasts. Everyone must have an active part with things to do and say. The sky’s the limit (keep it clean). You may add elements of dance, music, spoken words, and anything else you choose to create. Object (10 to 30) A fastpacedgame for any number. An ordinary object is placed in the centre of the room. Players either take turns or jump in as they wish. The idea is to act a short (5 second!) scene in which the object is endowed as something other than what it is. For example, if the object used is a shoe, then someone might hold it to their ear and use it as a telephone, someone else might mime ironing their clothes and so on. One Minute After Scene (10 to 20) Ask players to imagine what happened one minute after a piece of art was finished. Divide into groups to plan the scene. Groups then present to the whole class. One-Liner Tableau (10 to 25) Create tableau with a group based on a photograph, portrait, cartoon strip, etc. Questions (10 to 30) 2 people improvise a scene but can only speak in questions. When one of them messes up, they are replace and a new scene is started. Rhyme game/exercise (10 to 20) Students come up with their own poetry stanzas/phrases, for example “the dog sat on the log” As they say their line they can add action and should connect to the person before them. (Machine style) Show Time (10 to 25) Groups write and present commercials, news updates, songs and the like to summarize important points. Remind players to include key information, not empty glitz. This provides a good opportunity to teach propaganda devices such as bandwagon or glittering generalities.

Smithsonian (10 to 25) The object of Smithsonian is for participants to form a variety of tableaux (using a variety of numbers of people) and to move quickly from one tableau to another. The tableaux are based on the topic or theme of the session. Using a prompt sheet (which states he title of each tableaux, how many participants in each tableaux, and a brief description of the position of or activity within each tableaux) a leader asks participants to move through a variety of tableaux. The tableaux may include movement and sound for variation. Smithsonian should always include one tableau that must be held until a different tableau is called thereby “holding” or “releasing” the participants. Smithsonian can be played rapidly, with the objective of eliminating participates or slowly with the objective of sequence and flow. Participants are eliminated from play whenever they do no listen; do not find a proper place within, or are late forming, a tableau. Sticklers of the game also eliminate any participants who move or flinch if they are supposed to remain frozen. Story Noises Off! Have two volunteers come to the front of the room. One will stand facing the class/audience. The second volunteer will stand behind the other, with his or her back away from the audience. The class will come up with a title to a story. The person facing the audience must create a story from the given title while the other volunteer creates sound effects. The sound effects can either accentuate the story or encourage it. Story Tableaux (10 to 25) Have the students in groups of five to eight. The TA shows famous paintings depicting tableaux (ex. Washington Crossing the Delaware), and gives them to each of the groups. The students decide whether this painting is the beginning, middle, or end of their tableaux story. They must come up with two tableaux to complete their story, and original painting can be placed anywhere in the storyline. Give the groups 10 minutes to come up with their presentation and then have them show to the class. There can be narration or just switching of the frozen poses with a tambourine hit or saying “lights up/lights down.” Variations of Tableaux (10 to 25) Have the students work in groups of 5 or 6. They come up with three of their own tableaux and have a narrator tell the story in between. Talk Show (10 to 30) Your group is involved in a talk show. This talk show deals with the problems associated with ________ (leader chooses topic). Everyone must have an active part with things to do and say. The sky’s the limit (keep it clean). You may add elements of dance, music, spoken words, and anything else you choose to create. Think Back Pantomime (10 to 20) Players recall actions of characters or actions from science, math, or social studies (ex. Sewing the first flag). Tell them to choose one. When you say “Begin,” repeat it in place until the stop signal. Replay and ask players to suggest creative changes. Extension: Ask students to line up and replay by plot order or get into groups (beginning, middle, end of the story, importance, etc.). Three Things Theatre (10 to 30) Have three students stand at the front of the class and prepare to do an improvisational skit. Ask certain members of the class to offer different items that must be used in the skit. For example, ask one student for an item found in a bathroom. Ask another for a person found on a cruise ship, and another for a place or setting. Have the performers create a skit where the three items are utilized successfully. Town (10 to 30) Have the class create a "town." Divide them into groups of three or four and assign them to different social groups in the town. For example one group is the governing body, another may be some local merchants. Each student must create a specific role in the group that they are assigned. Once that is established, tell them someone is going to be murdered, (or committed another offense), (leader will chose murderer and murderee)... and they must figure out who did it. In order to figure, who did the murder the

students must interact with each other and develop their own relationship to the other townspeople as well as create their own character. What If : Obstacle Pantomime (10 to 20) Brainstorm actions of characters or people from units (ex. Write in a web). Do a group pantomime of the ideas. Next, divide into small groups and ask groups to add a problem, obstacle, or conflict to one action. Small groups then pantomime (ex. Charlotte is very sleepy). th

4 and up “I Love Your Expertise” Improvisation (10 to 30) Improvisation set-up: Two people meet by chance for the first time in years. They adored each other years ago. One of the scene partners says they loved how the other person was so good at _____ and they name a silly expertise like “kissing bricks.” The second person says they are thrilled because they have become a professional brick kisser and tells their story. When the brick kisser finishes, they say they remember that the other person was great at _______ and names another wild expertise such as kicking fire hydrants. Of course the second person exclaims that they are a world renown fire hydrant kicker and tells his/her story. This is a great game to build on Expert Interview. 2 Strangers (10 to 30) Using "nonsense talk" just random sounds, gibberish), the two participants must meet on the street. The problem is that they do not speak the same language. One of the participants needs something (i.e., directions to a specific place in town, help finding a lost child, protection from a potential mugger, etc. These choices can be left up to the participant, or can be assigned by the teacher. In any event, the participants should not share their objectives prior to playing out the Situation.). When one participant has succeeded in achieving his or her objective, the scene starts over, with the two meeting again. This time, the other participant must try to achieve his or her objective. (This sounds confusing, but if you ask each pair to decide who is "A" and who is "B" before you begin, you can simply give the direction to have "A" play his or her objective first, then "B.") Airplane (10 to 15) You are on an airplane when the stewardess quietly asks the passengers one by one if anyone knows how to fly a plane. Your reactions should be interesting. Everyone must have an active part with things to do and say. The sky’s the limit (keep it clean). You may add elements of dance, music, spoken words, and anything else you choose to create. Alphabet or A to Z scene (10 to 30) The Teaching Artist asks the group to pick a location, characters, and a task for the characters. Then a scene is created using sentences that begin with the corresponding letter of the alphabet. The story is told going round-robin in the circle, each participant adding one sentence. Alter Ego (10 to 25) 2 people start an improv scene (topic chosen by the audience). At any point, the instructor can call out "Freeze!" and the person speaking must step forward and say what their character is really feeling. Break It Down (10 to25) Players list a series of actions in an event or a place (ex. Sneeze). Break each into three to five parts to pantomime in order. For example, wrinkle nose, suck in breath, throwing back head, throw head forward, wipe nose. Variation: Add conflict. Building a Story (10 to 30) Large group sits in a circle. One player begins the story—it can be known or made up. At any moment in the story, the instructor points at random to players who must immediately pick up where the last player left off even if in the middle of the word. Players are not to repeat the last word of the previous storyteller.

Emotional Pantomimes (10 to 20) Start with an example of an emotional situation. Example: You are home alone and you hear strange noises. Ask players to recall emotional moments in literature or other areas of study, times when character had strong feelings. Give a start signal for players to use face and body to mime examples. Give feedback on use of details to show action/emotion using “I see…” frame. Split the group into actors and audience to share. Reverse so that all have a chance to observe and discuss what works. Variations: Add a problem or conflict to increase interest and creative thinking. Entrances/Exits (10 to 20) 4 players are each designated "activation" words, one player begins a scene, at some point utilizing an "activation" word. That player then enters the scene. This is done for each of the players. When they hear their word a second time, they must find a logical way to exit the scene. Gibberish circle (10 to 30) This game is played with the same rhythm as above (You, Me, You), using gibberish (nonsense) conversation to give and take around the circle. I'm Going to New York (10 to 15) Break the class into two teams. Place them on opposite sides of the room. Team one decides on an occupation that they will act out for the other team to guess. Team one then moves toward the other team while saying the following dialogue: Team one: We're going to New York Team two: What's your trade? Team one: Lemonade Team two: Give us some, or go away. The students then act out the occupation and the other team two guesses out loud. When one student guesses what the occupation is team one tries to run back to their side before being tagged by team two. Everyone who is tagged returns back to team two's side. You may also act out different things that are being studied or, for younger ages, animals or other objects. Involvement with Large Objects (10 to 20) Single player or a large group all working individually. Each player selects and becomes involved with a large entangling object (spider web, boa constrictor, parachute, forest vines etc.) Relating an Incident Adding Color (10 to 30) 2 players, the first tells a simple, short story, the second repeats it, but adds as much color as possible (ex. Player 1: “I walked down the street and saw an accident between a car and a truck." Player 2: "I was walking down the grey street and saw an accident between a green car and a brown truck.") Seeing the Word (10 to 20) One player describes a personal experience. Without stopping, the player shifts focus based on side-coaching from the instructor. Stack Action Story (10 to 20) Similar to Stack Action but adds verbal interaction and is played in a circle. The first participant mimes and narrates the first sequence of action. The narration must be spoken simultaneously with the movement. The next participant repeats exactly what the preceding participant did and said and adds the next sequence. Play continues until the story is completed. At the conclusion of the story, all participants retell the story in unison using their bodies and voices.

The Chair (10 to 25) One player sits in a chair. Another player takes a role and begins a conversation. The seated person must figure out who the other character is and respond accordingly. Variation: Partners sit back to back. Pairs each take the role of a book character, an occupation, or family role. On signal, they face and the first to talk sets the situation. The second person must figure out who his or her partner is and respond in role. The Sphinx (10 to 30) 3 people are the Sphinx (one seated, one kneeling behind and one standing behind) and must answer questions from the audience one word at a time. Three-Way Writing (10 to 30) Full group, seated at tables or desks. Each player divides a large piece of paper into three columns and marks them I, II, and III, respectively with the name of a different subject at the top of each column. When the instructor calls out that column number, player immediately (without pause) starts to write about the subject in that column. When another column number is called out, player stops (even in mid-word) and immediately starts to write about the subject for that column number in the column. Instructor will move from column number to column number randomly, but when the game is over, player should have a piece of paper with three different short essays or stories on it, each not necessarily completed. Trapped (10 to 20) Single player chooses an environment from which they try to escape (prison cell, inside a trunk, leg in a bear trap, etc.) Two Headed Expert (10 to 20) 2 people become the 2-headed expert, who speak on a topic chosen by the audience, one word at a time Very Exciting Story (Story, Story, Die) (10 to 20) In a line, a story is told, being conducted by the instructor. If one person repeats something that is already said, says something that doesn't fit in the story etc., they are out and must "die" a very dramatic death. th

Two Conversations (10 to 20) Break the class up into groups of 3. Have them sit with one person in the middle and the others on both ends facing the middle. The students on both ends will simultaneously hold conversations with the person in the middle as though there was no one on the other side of the middle person. The person in the middle will try to earnestly carry on both conversations. Rotate players Who’s Knocking #2 (10 to 25) Single player out of view, communicates Who, What, and Where by knocking. Any player may assume a Who and open the door if a communication is received. The out-of-view player may send the answering player back to audience if the knock was not received as sent. Then player knocks again. When the knock is answered correctly, other players may enter if moved to do so by Where, Who and What. Writing Exercises (10 to 30) a.) A-Z SCENE is similar to the story in the round. Scene partners are chosen and then groups disperse and write a scene with corresponding letters of the alphabet after deciding given circumstances (who,what, when, where) b.) ONCE UPON A TIME… Students write a short story about an event from their life that involved them, but narrated from the perspective of someone else involved in the story. Stories are read aloud at the end of class if the writer wishes to. c.) WRITING “BADLY”- TA makes a list with other students help. The list is of what makes writing “bad,” then everyone composes stories written as badly as possible. Great trick to get students thinking and writing creatively.

Theatre Games Exploring CIRCUMSTANCES All Levels Every Morning When I Wake Up (10 to 20) Similar to "When I goâ&#x20AC;Ś" but adding pantomime of what they do when they wake up in the morning. Shape Shifters (10 to 20) Group tableaux creation Tableau/ Frozen Picture (10 to 25) Create tableau with a group Magic Carpet Ride (10 to 20) Instructor guides group through "magic carpet" trip 1st and up Conducting a Story (10 to 20) Similar to Alphabet Scene, but here the instructor "conducts," pointing to different people to pick the story up where the last person left off When I Go to ____, I'm Gonna Bring My ___ (10 to 15) In a circle, each person saying "When I go to ___, I'm gonna bring my ___", adding to the story and remembering what was said before them 2nd and up Alien Interpreter (10 to 30) Player 1 is an alien who speaks gibberish, player 2 is an interpreter, player 3 is an interviewer. Player 3 can take questions from the audience. Gibberish Interpreter (10 to 30) Two people act out a scene using only gibberish, 2 other people (offstage) provide the translation of what they are saying) Improvised Scene (10 to 20) Pick a scene with 2 or more characters, start with simple plot outlines. Panels (10 to 20) Players on the panel can be the same character or different characters, giving an opening statement and then answering audience questions. Portraits (15 to 25) One player at a time, a tableau is created, then the audience has to name it

Stack Action (10 to 15) Same idea as This Old House, except the pantomime should be part of one action (ex. Washing hands, writing a letter, etc.) Through the Door (10 to 20) Group walks through a "door", and as they do they become a character specified by the instructor 3rd and up Boat (10 to 15) Process Drama: The entire group is on a boat. Report on the different things each person sees in the water. Building a Story from a Random Selection of Words (10 to 30) Using note cards with individual words on them, small groups must come up with a story that includes all the words. Connecting words can be added by the group. Bus Stop (10 to 30) Two lines of chairs facing forward. Players enter the "bus" as a specific character. As new people enter, everyone already on the bus adopts the mannerisms of the new person. Once everyone is on, people start to leave, and the people still on the bus must take on the mannerisms of the person before. Fortunately/Unfortunately (10 to 15) Group storytelling, each sentence must start with either "fortunatelyâ&#x20AC;Ś" followed by "unfortunatelyâ&#x20AC;Ś" Freeze (10 to 30) Two players begin an improv scene, audience members call out "Freeze!", replace one of the actors, and starts a new scene Here Comes Charlie (10 to 25) 2 or 3 people start an improv scene in which they talk about their friend Charlie, describing him in detail (ex. Do you notice how Charlie always barks like a dog when he hears the word "cheese"?). Off stage person enters as Charlie and must behave as described. Interviews (10 to 15) Instructor becomes the interviewer, interviewing the players, each who have taken on a different character role. Newscast (10 to 30) A group improvises a newscast (younger players can be given subjects to talk about). Object (10 to 30) An object is placed on stage, players must come up and create as many different 5 second scene with the object (using the object in a way other than the way it was intended) as they can. One Minute After Scene (10 to 20) Ask players to imagine what happened one minute after a piece of art was finished, have them create pantomimes in small groups.

One-Liner Tableau (10 to 25) Create tableau with a group based on a photograph, portrait, cartoon strip, etc. Questions (10 to 30) 2 people improvise a scene but can only speak in questions. When one of them messes up, they are replace and a new scene is started. Rhyme Game/Exercise (10 to 20) Machine style adding on with rhyming sentences Show Time (10 to 25) Groups create commercials, news updates, songs, etc. to summarize important points. Great after a unit as review. Keep players focused on important facts. Smithsonian (10 to 25) Players are prompted to create and hold certain tableaux. Each tableau should be held until another one is called. Outs can be called if players are moving too much. Story Noises Off! (10 to 30) 2 players, one who acts out an improv scene, the other who provides the sound effects. Story Tableaux (10 to 25) Groups are given famous paintings as one tableau in their story (either beginning, middle or end), and then must create a story around it Tableaux Variations (15 to 25) Groups create 3 or 4 tableaux and then create a narration to tell the story between them Talk Show (10 to 30) A group improvises a talk show scene with the theme chosen by the instructor. Think Back Pantomime (10 to 20) Using characters or actions from other subjects (science, math, social studies, etc), have players create pantomimes. This Old House (10 to 15) One at a time, players enter a "house", pantomime an action, and leave. The next person must do exactly what the person (people) before them did PLUS add their own thing. Three Things Theatre (10 to 30) 3 students perform an improv where they have to use 3 items specified by the audience (these are pantomimed objects).

Town (10 to 20) Process Drama: The entire group becomes a town. Each player becomes a character in the town. The instructor (who shouldn't be the mayor but can be a person who knows a lot in the town) presents a problem (ex. Someone in the town murdered the mayor), and the townspeople must figure out who did it. What If: Obstacle Pantomimes (10 to 20) Given pantomime suggestions, in small groups have players act these out, then add a problem, obstacle or conflict to the action. 4th and up "I Love Your Expertise" Improvisation (10 to 30) 2 Person improv as 2 people who haven't seen each other in a long time. Each name the strange thing the other was good at (ex. Kicking fire hydrants), and the other person must tell all about how they became a professional _______. 2 Strangers (10 to 30) 2 person improv, neither speak the same language, both need something and need the other to get what they need. Airplane (10 to 15) Process Drama: The entire group is on an airplane. Before the drama starts, have each player chose a character. When the drama starts, the Flight Attendant (Instructor) ask the group if anyone knows how to fly a plane. Instructor helps guide the drama from there. Alphabet or A to Z Scene (10 to 30) Small groups do an improv scene, each sentence beginning with the corresponding letter of the alphabet (can also be done in a circle) Alter Ego (10 to 25) 2 people start an improv scene (topic chosen by the audience). At any point, the instructor can call out "Freeze!" and the person speaking must step forward and say what their character is really feeling. Building a Story (10 to 30) A large croup in a circle. Players begin to tell a story, the instructor changing the speaker at any point (by pointing to someone else in the circle) who must pick up where the last speaker left off. Elevator (10 to 20) Players are in small groups, improvise a scene where they are all stuck in an elevator. Emotion Pantomimes (10 to 20) Give a prompt of an emotional situation (ex. Home alone and you hear a strange noise). Lead players through a pantomime of that situation. Entrances/Exits (10 to 20) 4 players are each designated "activation" words, one player begins a scene, at some point utilizing an "activation" word. That player then enters the scene. This is done for each of the players. When they hear their word a second time, they must find a logical way to exit the scene.

Involvement with Large Objects (10 to 20) Single player or a large group all working individually. Each player selects and becomes involved with a large entangling object (spider web, boa constrictor, parachute, forest vines etc.) It's Heavier When It's Full (10 to 30) In large groups, players must decide on an activity where large containers are filled, emptied and filled (picking apples, filling a treasure chest, carrying water, etc.) and then mime it. Playground #1 (10 to 30) Create a playground scene where each group must choose a game that requires equipment or play objects that they then must mime. Playground #2 (10 to 25) Create a playground scene where groups mime playing these games: Baseball, Basketball, keep-away, volleyball, etc. Relating an Incident Adding Color (10 to 30) 2 players, the first tells a simple, short story, the second repeats it, but adds as much color as possible (ex. " I walked down the street and saw an accident between a car and a truck." "I was walking down the grey street and saw an accident between a green car and a brown truck.") Seeing the Word (10 to 20) One player describes a personal experience. Without stopping, the player shifts focus based on side-coaching from the instructor. Stack Action Story (10 to 20) Similar to Stack Action, adding verbal interaction and is done in a circle. The Chair (10 to 25) One player is seated in a chair, a second player enters as a specific character. The person in the chair must figure out who the other person is and respond accordingly. The Sphinx (10 to 30) 3 people are the Sphinx (one seated, one kneeling behind and one standing behind) and must answer questions from the audience one word at a time. Three-Way Writing (10 to 30) Individually, each player divides a piece of paper into 3 columns, each with a different subject at the top. When prompted by the instructor, players must begin to write in a specific column. The instructor switches the column throughout the exercise. Trapped (10 to 20) Single player chooses an environment from which they try to escape (prison cell, inside a trunk, leg in a bear trap, etc.) Two-Headed Expert (10 to 20) 2 people become the 2-headed expert, who speak on a topic chosen by the audience, one word at a time

Very Exciting Story (Story, Story, Die) (10 to 20) In a line, a story is told, being conducted by the instructor. If one person repeats something that is already said, says something that doesn't fit in the story etc., they are out and must "die" a very dramatic death. 5th and up Building a Story: Stop Mid-Word (10 to 25) In a circle, players begin to tell a story. When the first player wishes, he/she stops in the middle of the word he/she was saying and the next player picks up the story, completing the unfinished word. However, the new word must be different than what the previous player had in mind. Character Monologues (10 to 20) In a circle, players become a character or person. Each makes an announcement, a wish, or a complaint. Audience puts thumbs up if they know the character. Discussions (10 to 25) Have players take on specific roles and then put characters in discussions about a specific topic. Rants (10 to 25) Several people in a line, instructor conducts the group, each person "ranting" about a topic chosen by the audience. The Excuses Game (10 to 30) Players must come up with reasons they were late for work, forgot their homework, etc. as quickly as they can. Two Conversations (10 to 20) In groups of 3, one person in the middle, the two outside people start conversations with the person in the middle, the middle person must try to carry on both conversations. Who's Knocking? #2 (10 to 25) Single player out of view, communicates Who, What, and Where by knocking. Another player may assume a Who and open the door if a communication is received. This player may be sent back if their assumption was incorrect. If correct, the player may then move on to Where and What. Writing Exercises (10 to 30) In groups, different kinds of scenes are written (ex. A to Z scenes, Once Upon a Time scenes, Writing "Bad", etc.)

Theatre Games Exploring ACTION All Levels Every Morning When I Wake Up (10 to 20) Like “When I Go...”, however the players must also pantomime what they do when they wake up in the morning. Magic Carpet Ride (10 to 20) Have students gather onto the Magic Carpet, which is any floor space in the room. Students take out their sunglasses, buckle their safety belts, take out their keys, start the carpet and take off. Once airborne the Teaching Artist or “head pilot” makes sudden turn alerts, turbulence, etc. After a big landing, the TA leads the class through different environments, (very cold/hot, swamps, ocean, etc.,) and has participants react physically to different climates. Ideally, this is a no talking exercise. At any time the TA may yell "Freeze!" and the class freezes in place, at which time the TA can switch the activity to becoming an animal or exploring characters via age-range (man of 101 or baby of one year), etc. The game ends with everyone hurrying back to the Magic Carpet and riding back to the classroom. Shape Shifters (10 to 20) Students stand in a group in the center of the working space. Participants are asked to create different shapes (circle, square, a violin, world’s largest toothbrush, etc.), using their bodies. This work can be done in pairs or groups of four of more. Groups must create the shape within 5-10 seconds, without speaking or moving each other to create the shape. The group must create the shape by watching each other and all participants must be a part of each shape. The Dot Game (10 to 20) The Teaching Artist asks everyone to reach into their pockets and pull out an imaginary “dot.” The TA guides the students through visualization and imagination exercises using their “dots.” Variations include: placing the dot at different points in space (high, low, near, far), giving the dots names, giving and receiving secrets to and from their dots, etc. Students can also “become their dots” by stretching them into large shapes and stepping into them. When exploring the space as dots themselves, students can interact with the other “dots” around them. Once students are invested in “being their dots,” explore emotions either by talking about what makes the “dots” feel certain ways, or by dreaming as dots. The “dots” can show how they feel by using different emotive faces (sad, confused, happy, etc). The game ends by stepping out of your dot and rolling it back into a smaller dot that can return to your pocket for safe keeping. Tableau/Frozen Picture (10 to 25) Create tableau with a group based on prompts from the instructor. 1st and up Conducting a Story (10 to 20) This game employs the same principles as “Alphabet Scene,” only in this version the Teaching Artist acts as the Conductor and points to different students in the circle at random who must pick up the story where it left off with the next corresponding letter of the alphabet. Modifications/Extensions: This exercise could be used as a writing prompt. After participating in the exercise, students can elaborate on the scene in writing. This Isn’t a…it’s a” (10 to 30) Students take an everyday object and use their creativity to turn it into something else, using the dialogue stated above. The ever changing object then gets passed around the circle. A scarf works well as the object.

What is it? (10 to 20) Participants stand in a circle. The leader shows a piece of fabric, about a yard square, solid color or pattern, to the participants, saying "What could this piece of fabric be? We’re going to pass it around the circle and each of you will show us something that it could become." The leader demonstrates, turning the fabric into something (for suggestions, see list below) and stating what it is. The fabric is passed from person to person, with each participant sharing an idea. If an idea is repeated, such as "a hat", the leader asks the participant to be more specific (a turban, a bonnet), thereby making the participant come up with their own idea. If the number of participants is small enough, the fabric can travel around the circle twice. A variation on this game is to limit the ideas to a category such as clothing, or things that are the color of the fabric. nd

2 and up Alien Interpreter (10 to 30) This activity can be used simply as an icebreaker and intro activity. It is fun and entertaining. It can also be used to start more meaningful discussions in a non-threatening way. Gibberish Interpreter (10 to 30) Two people act out a scene using only gibberish, 2 other people (offstage) provide the translation of what they are saying. Improvised Scene (10 to 20) Pick a scene with two or more characters. Start with simple plot outlines. For example, “Let’s try the scene when Miss Muffet gathers the things she needs to eat and then finally sits down on her tuffet.” Coach, as needed (e.g., “And then she had to find something to carry it all in”). Remind students to use signals to start and stop scenes. Variation: Give groups a scene to plan from beginning, middle, or end of the story. Each group presents a scene. Provide rehearsal time. Variation: Add dialogue. Object Transformation (10 to 30) Everyone stands in a circle. When taking a turn, each participant turns their body to their neighbor and “passes” a mimed action involving an object (petting a cat, bouncing a ball, sawing wood, etc.). That player, in turn, mirrors the action and then transforms the action. They then pass the transformed action on to the next person in the circle. This object transformation can also be done with an added sound. Portraits (10 to 25) Students work in groups of six or seven, standing in a line facing upstage. One at a time the students turn around and add on to the frozen picture trying to contribute to what the player before has given them. The teaching artist then asks the class/audience to name the tableaux. The teaching artist can also call out an emotion/situation to get the ball rolling. Something to do (10 to 20) Have the class count off into two teams. Team one stands in a line facing the audience (which is team 2). Team two must try to look cool and relaxed. If someone is fidgeting, or obviously uncomfortable, give him a task (counting white shoes, counting lights, etc.) until he is looking comfortable. Keep coaching for them to focus on their activity. When they are all looking comfortable, change the teams. Ask how they learned to overcome discomfort or nervousness while in front of an audience. Stack Action (10 to 15) The first participant comes to the front and demonstrates the first step in a sequence of action (pouring a glass of water, washing hands, writing a letter, etc.). The second participant repeats the action of the first participant and then adds the second step in the sequence of action. Play continues until the sequence is completed.

Through the Door (10 to 20) The students pantomime walking through a door, as they walk through the door they become a character. The TA gives a different character before they walk through the door. The classes enjoy coming up with the list of characters and this sparks creativity. Examples – A girl shoe shopping Michael Jackson Strict Librarian Superman Rock Star Sponge Bob Squarepants The possibilities are endless… rd

Interviews (10 to 15) Instructor assumes the role of interviewer and players take a character role. Players are questioned in talk show style and use voice and body to convey who they are. A good starter interview question is “What happened?” (ex. Instructor is a TV host interviewing (1) characters in Charlotte’s Web right after the first word appears in the web, (2) animals from fables like :The Mouse at the Seashore,” or (3) unpopular characters, such as a wolf, who present a point of view. If a panel is used, members can be questioned by the class, who also take roles (ex. News reporters). Newscast (10 to 30) Your group is in charge of the newscast for WSOGTV. The reporters are known for the bloopers they constantly make during broadcasts. Everyone must have an active part with things to do and say. The sky’s the limit (keep it clean). You may add elements of dance, music, spoken words, and anything else you choose to create. Object (10 to 30) A fast paced game for any number. An ordinary object is placed in the centre of the room. Players either take turns or jump in as they wish. The idea is to act a short (5 second!) scene in which the object is endowed as something other than what it is. For example, if the object used is a shoe, then someone might hold it to their ear and use it as a telephone, someone else might mime ironing their clothes and so on. One Minute After Scene (10 to 20) Ask players to imagine what happened one minute after a piece of art was finished. Divide into groups to plan the scene. Groups then present to the whole class. One-Liner Tableau (10 to 25) Create tableau with a group based on a photograph, portrait, cartoon strip, etc. Questions (10 to 30) 2 people improvise a scene but can only speak in questions. When one of them messes up, they are replaced and a new scene is started. Rhyme game/exercise (10 to 20) Students come up with their own poetry stanzas/phrases, for example “the dog sat on the log” As they say their line they can add action and should connect to the person before them. (Machine style) Show Time (10 to 25) Groups write and present commercials, news updates, songs and the like to summarize important points. Remind players to include key information, not empty glitz. This provides a good opportunity to teach propaganda devices such as bandwagon or glittering generalities. Story Noises Off! Have two volunteers come to the front of the room. One will stand facing the class/audience. The second volunteer will stand behind the other, with his or her back away from the audience. The class will come up with a title to a story. The person facing the audience must create a story from the given title while the other volunteer creates sound effects. The sound effects can either accentuate the story or encourage it. Story Tableaux (10 to 25) Have the students in groups of five to eight. The TA shows famous paintings depicting tableaux (ex. Washington Crossing the Delaware), and gives them to each of the groups. The students decide whether this painting is the beginning, middle, or end of their tableaux story. They must come up with two tableaux to complete their story, and original painting can be placed anywhere in the

storyline. Give the groups 10 minutes to come up with their presentation and then have them show to the class. There can be narration or just switching of the frozen poses with a tambourine hit or saying “lights up/lights down.” Variations of Tableaux (10 to 25) Have the students work in groups of 5 or 6. They come up with three of their own tableaux and have a narrator tell the story in between. Talk Show (10 to 30) Your group is involved in a talk show. This talk show deals with the problems associated with ________ (leader chooses topic). Everyone must have an active part with things to do and say. The sky’s the limit (keep it clean). You may add elements of dance, music, spoken words, and anything else you choose to create. Think Back Pantomime (10 to 20) Players recall actions of characters or actions from science, math, or social studies (ex. sewing the first flag). Tell them to choose one. When you say “Begin,” repeat it in place until the stop signal. Replay and ask players to suggest creative changes. Extension: Ask students to line up and replay by plot order or get into groups (beginning, middle, end of the story, importance, etc.). This Old House (10 to 20) One at a time, players enter a "house", pantomime an action, and leave. The next person must do exactly what the person (people) before them did PLUS add their own thing. Three Things Theatre (10 to 30) Have three students stand at the front of the class and prepare to do an improvisational skit. Ask certain members of the class to offer different items that must be used in the skit. For example, ask one student for an item found in a bathroom. Ask another for a person found on a cruise ship, and another for a place or setting. Have the performers create a skit where the three items are utilized successfully. Town (10 to 30) Have the class create a "town." Divide them into groups of three or four and assign them to different social groups in the town. For example one group is the governing body, another may be some local merchants. Each student must create a specific role in the group that they are assigned. Once that is established, tell them someone is going to be murdered, (or committed another offense), (leader will chose murderer and murderee)... and they must figure out who did it. In order to figure, who did the murder the students must interact with each other and develop their own relationship to the other townspeople as well as create their own character. What If: Obstacle Pantomime (10 to 20) Brainstorm actions of characters or people from units (ex. Write in a web). Do a group pantomime of the ideas. Next, divide into small groups and ask groups to add a problem, obstacle, or conflict to one action. Small groups then pantomime (ex. Charlotte is very sleepy). th

2 Strangers (10 to 30) Using "nonsense talk" just random sounds, gibberish), the two participants must meet on the street. The problem is that they do not speak the same language. One of the participants needs something (i.e., directions to a specific place in town, help finding a lost child, protection from a potential mugger, etc. These choices can be left up to the participant, or can be assigned by the teacher. In any event, the participants should not share their objectives prior to playing out the Situation.). When one participant has succeeded in achieving his or her objective, the scene starts over, with the two meeting again. This time, the other participant must try to achieve his or her objective. (This sounds confusing, but if you ask each pair to decide who is "A" and who is "B" before you begin, you can simply give the direction to have "A" play his or her objective first, then "B.") Airplane (10 to 15) You are on an airplane when the stewardess quietly asks the passengers one by one if anyone knows how to fly a plane. Your reactions should be interesting. Everyone must have an active part with things to do and say. The sky’s the limit (keep it clean). You may add elements of dance, music, spoken words, and anything else you choose to create. Alphabet or A to Z scene (10 to 30) The Teaching Artist asks the group to pick a location, characters, and a task for the characters. Then a scene is created using sentences that begin with the corresponding letter of the alphabet. The story is told going round-robin in the circle, each participant adding one sentence. Alter Ego (10 to 25) 2 people start an improv scene (topic chosen by the audience). At any point, the instructor can call out "Freeze!" and the person speaking must step forward and say what their character is really feeling. Break It Down (10 to25) Players list a series of actions in an event or a place (ex. Sneeze). Break each into three to five parts to pantomime in order. For example, wrinkle nose, suck in breath, throwing back head, throw head forward, wipe nose. Variation: Add conflict. Building a Story (10 to 30) Large group sits in a circle. One player begins the story—it can be known or made up. At any moment in the story, the instructor points at random to players who must immediately pick up where the last player left off even if in the middle of the word. Players are not to repeat the last word of the previous storyteller. Elevator (10 to 20) Players are in small groups. The place is a jammed elevator. Players think about who they are, problems then have, and how they feel. On signal, the group starts a conversation. Variations: Brainstorm contexts from stories, time periods, and locations under study. Any public place works. Students can be book characters, persons in paintings, scientists, or historical figures. Emotional Pantomimes (10 to 20) Start with an example of an emotional situation. Example: You are home alone and you hear strange noises. Ask players to recall emotional moments in literature or other areas of study, times when character had strong feelings. Give a start signal for players to use face and body to mime examples. Give feedback on use of details to show action/emotion using “I see…” frame. Split the group into actors and audience to share. Reverse so that all have a chance to observe and discuss what works. Variations: Add a problem or conflict to increase interest and creative thinking.

Entrances/Exits (10 to 20) 4 players are each designated "activation" words; one player begins a scene, at some point utilizing an "activation" word. That player then enters the scene. This is done for each of the players. When they hear their word a second time, they must find a logical way to exit the scene. Involvement with Large Objects (10 to 20) Single player or a large group all working individually. Each player selects and becomes involved with a large entangling object (spider web, boa constrictor, parachute, forest vines etc.) Itâ&#x20AC;&#x2122;s Heavier When Its Full (10 to 30) Count off into teams. Teams agree on an activity in which receptacles must be filled, emptied, and filled again. Two or three members of a team can carry objects together. Some examples are picking apples, filling a treasure chest, carrying water. Playground #2 (10 to 25) Full group divided into teams mime playing any of the following games: baseball, basketball, keep-away, volleyball, etc. All rules of the chosen game must be followed. Relating an Incident Adding Color (10 to 30) 2 players, the first tells a simple, short story, the second repeats it, but adds as much color as possible (ex. Player 1: â&#x20AC;&#x153;I walked down the street and saw an accident between a car and a truck." Player 2: "I was walking down the grey street and saw an accident between a green car and a brown truck.") Seeing the Word (10 to 20) One player describes a personal experience. Without stopping, the player shifts focus based on side-coaching from the instructor. Stack Action Story (10 to 20) Similar to Stack Action but adds verbal interaction and is played in a circle. The first participant mimes and narrates the first sequence of action. The narration must be spoken simultaneously with the movement. The next participant repeats exactly what the preceding participant did and said and adds the next sequence. Play continues until the story is completed. At the conclusion of the story, all participants retell the story in unison using their bodies and voices. The Chair (10 to 25) One player sits in a chair. Another player takes a role and begins a conversation. The seated person must figure out who the other character is and respond accordingly. Variation: Partners sit back to back. Pairs each take the role of a book character, an occupation, or family role. On signal, they face and the first to talk sets the situation. The second person must figure out who his or her partner is and respond in role. The Sphinx (10 to 30) 3 people are the Sphinx (one seated, one kneeling behind and one standing behind) and must answer questions from the audience one word at a time. Three-Way Writing (10 to 30) Full group, seated at tables or desks. Each player divides a large piece of paper into three columns and marks them I, II, and III, respectively with the name of a different subject at the top of each column. When the instructor calls out that column number, player immediately (without pause) starts to write about the subject in that column. When another column number is called out, player stops (even in mid-word) and immediately starts to write about the subject for that column number in the column. Instructor

will move from column number to column number randomly, but when the game is over, player should have a piece of paper with three different short essays or stories on it, each not necessarily completed. Trapped (10 to 20) Single player chooses an environment from which they try to escape (prison cell, inside a trunk, leg in a bear trap, etc.) Two Headed Expert (10 to 20) 2 people become the 2-headed expert, who speak on a topic chosen by the audience, one word at a time Very Exciting Story (Story, Story, Die) (10 to 20) In a line, a story is told, being conducted by the instructor. If one person repeats something that is already said, says something that doesn't fit in the story etc., they are out and must "die" a very dramatic death. th

5 and up Building a Story: Stopping Mid Word (10 to 25) In a circle, players begin to tell a story. When the first player wishes, he/she stops in the middle of the word he/she was saying and the next player picks up the story, completing the unfinished word. However, the new word must be different than what the previous player had in mind. Character Monologues (10 to 20) In a circle, players become a character or person. Each makes an announcement, a wish, or a complaint. Audience puts thumbs up if they know the character. Discussions (10 to 25) A discussion becomes a dramatic encounter when players take on roles (ex. Characters, famous persons, objects). Rants (10 to 25) Several people in a line, instructor conducts the group, each person "ranting" about a topic chosen by the audience. The Excuses Game (10 to 30) Players must come up with reasons they were late for work, forgot their homework, etc. as quickly as they can. Two Conversations (10 to 20) Break the class up into groups of 3. Have them sit with one person in the middle and the others on both ends facing the middle. The students on both ends will simultaneously hold conversations with the person in the middle as though there was no one on the other side of the middle person. The person in the middle will try to earnestly carry on both conversations. Rotate players Writing Exercises (10 to 30) a.) A-Z SCENE is similar to the story in the round. Scene partners are chosen and then groups disperse and write a scene with corresponding letters of the alphabet after deciding given circumstances (who, what, when, where) b.) ONCE UPON A TIME… Students write a short story about an event from their life that involved them, but narrated from the perspective of someone else involved in the story. Stories are read aloud at the end of class if the writer wishes to. c.) WRITING “BADLY”- TA makes a list with other students help. The list is of what makes writing “bad,” then everyone composes stories written as badly as possible. Great trick to get students thinking and writing creatively.