In-school workshop intended for individual classes of a grade level to experience separately.
All year
$5
0
no
Email , In-Person , Phone
Improv Theater will not require materials beyond the Whiteboard/Blackboard, Marker/Chalk
Whiteboard/Blackboard, Marker/Chalk
There should be enough space for the students to walk around and perform scenes, ie. a classroom with the desks pushed back.
I can think creatively in order to create dynamic characters. I can work with a group to synthesize several new and imagined environments. I can apply my understanding of the principals of improvisational theater to classroom participation and to helping make my classroom a positive environment.
Our program is designed to foster teamwork within the classroom. The workshop consists of activities in which students work together to build scenes and stories. The workshop begins with a brief discussion of the principles of improv, then the instructor leads warm up activities. After the warm up activities, the instructor leads the students through a series of exercises demonstrating the principle of interconnectedness in both biology and theater. The workshop will end with another brief discussion about the material covered. Our grade 4 improv science program focuses on how different features interact within an ecosystem, our grade 5 improv science program focuses on how features interact and affect each other in an ecosystem, and our grade 6 improv science program focuses on how features of an environment affect each other and how group interactions can affect individuals and vice versa.The exercises and activities increase in complexity as the grade of the learners increases.
Caregivers are invited to participate, give suggestions as audience members, or just observe. As many caregivers as want to participate are welcome to!
Grade 4
Grade 4: Earth's Systems: Processes that Shape the Earth: 4-ESS2.1: Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in landscape over time. DCI:
 Living things affect the physical characteristics of their regions. (4- ESS2-1)
Grade 4: Structure, Function and Information Processing: 4-LS1.1: Construct an argument that plants and animals have internal and external structures that function to support
survival, growth, behavior, and reproduction. DCI:
 Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction. (4-LS1-1)
Grade 4: Theatre: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work.
a. Articulate the visual details of imagined worlds, and improvised stories that support the given circumstances in a drama/theatre work.
Grade 4: Theatre: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work.
c. Imagine how a character might move to support the story and given circumstances in a drama/theatre work.
Grade 5
Grade 5: Matter and Energy in Organisms and Ecosystems: 5-LS2-1: Support an argument that plants get the materials they need for growth chiefly from air and water. DCI: The food of almost any kind of animal can be traced back to
plants. Organisms are related in food webs in which some animals
eat plants for food and other animals eat the animals that eat
plants. Some organisms, such as fungi and bacteria, break down
dead organisms (both plants or plants parts and animals) and
therefore operate as "decomposers." Decomposition eventually
restores (recycles) some materials back to the soil. Organisms can
survive only in environments in which their particular needs are
met. A healthy ecosystem is one in which multiple species of
different types are each able to meet their needs in a relatively
stable web of life. Newly introduced species can damage the
balance of an ecosystem. (5-LS2-1)
Grade 5: Earth's Systems: 5-ESS2.A: Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide
evidence about the distribution of water on Earth. DCI:
 Earth"s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth"s surface materials and processes. The ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate. Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather. (5-ESS2-1)
Grade 5: Theatre: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work.
c. Imagine how a character's inner thoughts impact the story and given circumstances in a drama/theatre work.
Grade 5: Theatre: Creating: Anchor Standard 3: Refine and complete artistic work.
b. Use physical and vocal exploration for character development in an improvised or scripted drama/theatre work.
Grade 6
Grade 6: Structure, Function and Information Processing: MS-LS1-1: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many
different numbers and types of cells. DCI:
 All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). (MS-LS1-1)
Grade 6: Structure and Properties of Matter: MS-PS1-3: Develop models to describe the atomic composition of simple molecules and extended structures. DCI: Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used. (MS-PS1-3)
Grade 6: Theatre: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work.
c. Explore a scripted or improvised character by imagining the given circumstances in a drama/theatre work.
Grade 6: Theatre: Creating: Anchor Standard 2: Organize and develop artistic ideas and work.
b. Contribute ideas and accept and incorporate the ideas of others in preparing or devising drama/theatre work.
