THEATRE GAMES

2 blindfolded students, or Samurai, are armed with newspaper "swords" and seek each other out.

Learn each others names, and test memory skills, as a cast begins to work together as a team.

Actors learn to commit to a private truthful moment in front of an audience.

Students create stories and loosen up through making sounds to set the scene of the story described.

Passing on sounds, movement, and objects as a concentration activity. Geared towards helping the students maintain focus and work together to accomplish the final goal.

A fun way for students to develop and appreciate vocal projection.

A warm-up improv game starting with gift-giving, both literally and through strong offers.

The Night at the Museum meets physical characterization! The museum has come to life but don't let the night guards see you or you'll be removed from the display and sent to storage.

Ali Baba is sort of a physical version of a song in the round.

This activity builds cooperation and trust and is a great beginning activity for new casts and/or theatre groups.

Using improvisation to act out particular scenes from the musical or play we are performing. This helps motivate the students to 'let their hair down' and act and have fun.

This is an ice breaker game that really just helps the students get to know each other better and to further help the students develop social skills.

This exercise helps allow students to learn and use their vocabulary words. Also, it helps them get used to improv.

After selecting an index card notated with a simple sentence, a student will communicate the meaning of the sentence through the use of

nonsensical words, sounds, and/or pantomime- a fun way to learn how to express one’s self and specific thoughts without words.

"Duck, Duck, Goose" becomes an acting game when the "Goose" is replaced with anything the leader calls out.  A great game to break down inhibitions and introduce the concept of "always saying yes."

To interact while working as an ensemble by producing a 3 minute commercial.

In this exercise, one student will walk across the circle, focusing on the emotional state and attitude of a character and how that might be heightened from a 1 level to a 10 level.

A musical mingle and guessing game for students as they take on different characters.

Handholding exercise used to facilitate a solid sense of ensemble.

A game designed to create a comfortable environment and a creative improvised outlet for participants to bond.

Engage the student actors in a conversation regarding "Status."  What does it mean in life (at school, at home or in the wider community)?  What does it mean on stage (between characters or between actors and the audience).  We discuss how status can effect the body language, the voice, the dialogue...the overall truthful portrayal of a character.

To take on the persona of the last person that gets into the taxi.

Here is a great icebreaker game that students seem to love!  It's called "Neighbors"  The participants will stand in a circle.  One player is picked to be in the middle.  That person will approach a person in the circle, he will ask: "Do you like your neighbors?"  If the answer is no, the two people on either side of the person must switch places while the person who did the asking will attempt to take one of their spaces in the circle.  If the answer is "Yes, I like my neighbors" The person must then say "...but I don't like _________"  The _________ can be a silly yet appropriate choice such as "People who are wearing blue" or "People with open toed shoes".  At that point, all the people who are wearing blue or open toed shoes must switch places in the circle with someone else who has on blue or open toed shoes.  It's fun and a bit wacky. Gets people moving. 

YES! is a deceptively simple yet effective concentration and ensemble building game.  The game can be played with new groups or groups who know each other well.

A fun and quick character creation/transformation/improv game.  The kids LOVE it and would play it all through rehearsal if I let them!

This is an opening for long form improvisation.  It uses audience suggestion and the imagination and physicality of the players.   Actors become inanimate objects as well as people, physically creating a setting as well as characters.

Students will demonstrate their ability to create a character background by participating in a character interview.

A great exercise for relaxation, focus, dealing with stage-fright, and breathing from the diaphram.

So, what do people say when they visit the grave?  Do they water the grave?

This is a fun and imaginative warm up for any group.  It encourages movement and a nonthreatening way to free one's imagination.

Today you are not going to portray your character... you are going to become someone elses character. 

Students watch one another and imitate one another's physical actions.  The prompts for movement can be motivated or just fun improvisational.  Students can explore their physical instrument and expand the limits of their creativity.  (Also good for getting students (and directors!) to learn names of their fellow students.)

"Poison Peepers" is a variation of "Down/Up" and "Scream."  The big difference is that no one is eliminated.  It is a superb low-risk way to encourage vocal production and dramatic gesturing, and it's a lot of fun!

What are you doing?  Students start pantomiming an action and another students asks, "What are you doing?"  The first student must lie and say they are doing something different.

This is one of the most requested games in my acting classes.  The more times they play it, the more specific and competitive the session becomes.  Anyone can participate, but you will need a quick mind to win!

Translating a scenario by acting it out.

Actors identify the animal and/or song that their character represents or reminds them of.  This can be seen throughout the play and/or for curtain calls.

This game can go on for hours as groups begin to trust and enjoy the process of working as an ensemble.  In theory, it is like one large mirror activity, however, coach should encourage movement and vocal involvement in the exercise.  The purpose is not to mirror perfectly, but to move, breath and begin to think as one connected ensemble.  Best for creating a sense of unity and a wonderful physical warm-up.  I learned this one at the National Theatre of Great Britain while attending a post-graduate actor training program.  

Actors are cast as families with last names that inform how the family is to be played.  A salesperson or neighbor comes to the door and must adjust according to the family type.

This energetic warm-up will get your group focused, listening, limber, and "ready to roll".

Actors quickly assume characters to participate in a "flashback" from an improvised scene already in progress.

Students must answer a question, one word at a time!

This is a fun game used to cultivate teamwork while warming up physically and vocally.

Ask students to form a circle.

Ask each student to come up with a word to describe their day so far.  For example, exciting, boring, etc.   After each student says his or her word, the whole group repeats it. 

Then, ask each student to come up with one action to go along with their word.  After each student's word and action, the whole group repeats the word and action. 

After going around the circle a couple of times.  Have one student arbitrarily go to another student and, while facing them, say his/her word with the action.  The student who was chosen then repeats the word and action back to the first actor - as in mirroring him/her.  The second student then goes and chooses another student arbitrarily and says his original word with action.  At first, you have only one person at a time meeting another student.  Then, as it progresses more students are called upon to take their words and actions to other actors.  It is a game of focus and memory.

Intro pantomime activities to break the ice the first few days of class.

Develop character by discussing statements such as: If my character were a color...If my character were a food...If my character were a book...If my character were a kitchen appliance...If my character were a vacation...If my character were an animal..If my character were a magazine...etc.

Students establish a instant spirit of ensemble by clapping in unison with the person to their left or right depending on the directing of the clapping wave. 

This exercise allows students to create the characters, settings, and plots for their own improvisations. Depending on the age group, it is interesting to see how, inventive, humorous even silly, and/or dramatic the scenes can be.

I find that often, especially at an after-school rehearsal, my performers come in dragging, and just need a little exercise to "jazz them up." The following list is comprised of several of my favorites:

I find that often, especially at an after-school rehearsal, my performers come in dragging, and just need a little exercise to "jazz them up." The following list is comprised of several of my favorites:

Assemble cast in a circle.  The first actor mimes an object and uses it.  Then he/she hands the object to the next actor who also uses it in it's first form. The second actor then "stretches", "squishes", or manipulates it into a new object uses it and passes it on to the next actor.  The same process continues around the circle. The goal of the exercise is used to increase cast connection, camaraderie, and creativity.

Excellent for cast building to be used early during the rehearsal process.  Divide cast into two teams.  Students mime that they are playing volleyball. Regular volleyball rules apply.  The student "serves" to the other team and calls out the cast member's name, that student can "set" to a fellow team member by calling his/her name or send it back "over the net" to the other side.  If  a student misses a name or calls the wrong name, a point is awarded.  The teacher acts as the referee.  Feel free to "rotate" in and out, "spike", "bump", "set", and "block"!

Two actors working through a scene or improv will be given a separate motivation or goal to obtain in the scene that is unrelated to the scene itself. Works on a young actor's ability to gain something from the other actor while staying in the moment. 

To be the last student left to survive the “SUBJECT CHALLENGE”

To build team work and solidify concepts for any subject given in prompts for this "quest".

To mold students into shapes and have them use their creativity to name their creations.

To complete a scene in three minutes using the standard 3 point storyline.

Helps students become more comfortable with thinking on their feet, having the confidence to be creative and staying in the moment.

Engages two students in an improvisation that contains elements found in a well-written dramatic of comic scene containing conflict.

Two actors (critics) improvise spoken lines while the remaining characters become animated statues in order to practice role playing, verbal improvisation, maintaining freeze position, pantomime, phsycial acting, self-reflection and peer critique.

Articulation exercises relax the mouth and is good practice for an actor's voice and characterization.

Combinging physical activity with verbal exercise to help the brain organize and focus effectively through rhythm and clapping.

To physicalize emotion by showing emotions and feelings through use of space objects.

A trial of memory and improvization, this game allows for creativity and on the spot contribution to complete the alphabet.

A variation on the Meisner repetition exercise that allows for scene and character development.

To develop improvisational skills, use creative imagination, nonverbal language and become aware of voice inflections by telling a story in gibberish.

To develop improvisational skills, use creative imagination, analyze behavior and activities of others, and make appropriate dialogue choices by exchanging presents.

The game requires both exchanging and transforming energy by blending with your fellow players as a ball of energy is thrown amoungst the group.  Its about being in the moment, keeping open, grounded and free as well as being aware of your surroundings and articulating. You must be aware of the energy sent, available to the energy - allowing it to change you, and you must be articulate in sending the energy back out.

Students will understand and apply the concepts of impromptu storytelling and improving their improvisational skills by perfomring a well known fairy tale in one minute flat.

To get students to know each other through names and stories.

To get students moving, thinking fast and on their feet through improvisation.

Teaches improvisation, pantomime, and clear communication. It also works as an introduction to a skill of giving constructive criticism.

To get the class warmed up and in their bodies, while paying attention to their fellow participants.

A great warm up, to learn names of fellow cast members/classmates or to help build cooperation and teamwork.