Exercises

Character Walk
Goal - To help the students develop dynamic characters, and apply them to scenes.
Description - One student starts to walk in a circle, the instructor and possibly the other students give two suggestions of physical characteristics, the student must then build a character based on the two characteristics. Once he/she has the character, the student must then be interviewed by the instructor and answer the questions like the character would.
Comments - This is the premiere game for character building. Unparalled, I feel it should be used at any improv workshop. Remember that there are no wrong ideas with characters, it's the students artistic interpretation of the suggestions. Just make sure the student is committed to the character.
Variations - After a few students have built characters, the instructor can make a scene based on those characters.

Motivations
Goal - To help the students to use motivations to create interesting characters, and dynamic scenes.
Description - Two students begin with one leaving the room, the other is given a motivation. Then the first leaves and the second comes back and he/she gets a motivation based on the first, but conflicting at the same time. Then the two come together and do a scene based on the two suggestions.
Comments -
Variations - None

One word at a time
Goal - To teach the students to react instead of thinking ahead, and for a group to start thinking as one mind.
Description - The whole class stands in a circle, someone starts by saying a first word for a sentence, each other person builds the sentence one word at a time. When one student feels the sentence has come to an end, he/she may end it by stomping or clapping once, and starting a new sentence.
Comments - Students here should be encouraged to say the first word that comes to their mind, and to not be worried about making it funny. Sentences should not be strung on too long, words like "and" should be used sparringly.
Variations - None

Three Line Scene
Goal - To get the students to initiate well and establish who they are, where they are, and what they are doing, quickly.
Description - The students get in a line and the first one steps on stage and assumes a physical position. The next one steps forward and gives an opening line, the two of them then have two more lines to establish the who, where, and what. Afterwards, the second person takes another physical position and it continues.
Comments - When you establish the who, where and what quickly, you can get to the action sooner. It is important that the yesanding takes place where some crucial piece of information is added each time. The who, where, and what don't have to be established in that order.
Variations - None

What Are You Doing?
Goal - To teach the students to perform physical actions without the actions becoming the focus.
Description - The students get in a line, the first one steps forward and starts to perform a physical action, the next one steps forward and asks "What are you doing?" the response must have nothing to do with what he/she is doing. The second person must then do what the first one said. The process continues until the instructor ends it.
Comments - Inexperienced improvisers when they physicalize something, they tend to make their choices based on that miming. This teaches students to do these things without thinking about what they are doing. This keeps the scenes open to new possibilities when the time arises.
Variations - None

Yes And
Goal - To teach the students about accepting ideas, building a scene, and to stop asking questions.
Description - Two students are given a scene to do, try to keep the idea vague and leave them as much leeway as possible. The first one gives an opening line, and each line after that must start with the words "Yes and". They alternate lines as such until the scene is completed.
Comments - This teaches the students to agree with their partner and then add something to the scene. The sentences should all be declarative, the yes and should not just start the sentence, it should make sense.
Variations - Some people make the student restate the previous line after yes, then add the and.

Yes But
Goal - To build on Yesanding, to add character and interest in the scenes.
Description - The same as yes and, except the students may sparringly use yes but, instead of yes and to add plot twists or other things to the scenes.
Comments - This should only be used after the students have completely mastered yes and. This can help students spice up the usually dull scenes that yes and usually produce.
Variations - None

To submit an exercise, e-mail me at garmaniac@hotmail.com