One Word Story Remixed

Essential Question:
What types of environments or activities help artists form new ideas?

Objective(s):​
1. Collaborate​ with classmates to build a narrative
2. Interpret​ and ​reconstruct​ an idea into a drawing
3. Remix​ the drawing using a theme

Learning Goal(s):
1. Yes, And: Accepting and continuing any and all suggestions
2. Stringing: Linking words or concepts to prior knowledge
3. Storytelling: Building a narrative that incorporates character, conflict, and conclusion
4. Collaboration: working with others to accomplish an end goal

National Art Standards: ​This activity aligns with both theater and visual art standards for grades 6-8.
● Creating TH/VA:CR1 Generate and conceptualize artistic ideas and work.
● Performing: TH/VA:Pr5 Develop and refine artistic techniques and work for presentation.
● Responding TH/VA: Re7 Perceive and analyze artistic work.
● Connecting TH/VA: Cn10 Synthesize and relate knowledge and personal experiences

Improv and Art Activity:

Note to Teachers/Facilitators:​ ​It’s your job to help students be successful. Keep positive and encourage students. Don’t allow
negative or counterproductive behavior. Encourage feedback from the group. Always be supportive. Never single a student out
about ​how​ they did.

Kelly Nyhagen, 2020

Rules and Expectations:
● Yes, And: Everything goes. Accept what the person before you say and move on.
● Laser Focus: Keep your head in the game for the benefit of yourself and the others involved.
● Grandma: Imagine that your grandma is sitting in our classroom. Do not say or do anything that would offend her.
● Stay Alive: Do not kill off the main character

Terms: ​Introduce these terms as they appear throughout the activity.

● Story Arc: The natural progression of a story. This includes the introduction of characters, identification of the problem,
finding the solution, and wrapping up the story.
● Conflict: The problem that needs to be solved by the characters in the scene or story.
● Genre: Genre describes a theme or style. Common genres in improv include musical, superhero, soap opera, horror, etc.
Art movements or styles can also be included.

5-Minute Intro:​ ​During the five-minute intro the teacher or facilitator should ONLY go over the expectations for the improv
portion of the activity. During this time, it is NOT suggested that the art portion is introduced- the focus is on the process.
● Briefly describe the activity: Students will create a story by linking one word at a time together in a circle (if in a virtual
setting use a predetermined order). It is important to reiterate that only one word is said, the next person adds another, and
so on until the entire story is created. It is the job of the participants to pay attention and move the story along in a way that
makes sense to all involved.
● Interesting words: Encourage students to use descriptive adjectives and verbs. Let them know that the story must be
purposeful, so words like the, so, and, then, etc. can be redundant and stall the progression of the story.
● Demonstrate: Choose a student to practice this with. Go back and forth with each other for thirty seconds so that the others
understand the process.

Suggestion:​
Use an improv word generator such as ​www.can-i-get-a.com​, or take a suggestion from a student. Get suggestions from students
by asking a general question such as ​what would your dream vacation be? ​(choose something that is specific and that will allow
students to make connections with it).

Kelly Nyhagen, 2020

Improvise​:
1. Practice this activity in two rounds. Do not let the story drag on. Try to wrap it up at around three minutes (the facilitator
can let the group know when it’s time to end the story).
2. After the first round, ask students to comment on what worked and what needs improving.
3. Take another suggestion and reiterate the areas that need improvement. Examples might include ​don’t forget to pay
attention, introduce the characters at the beginning, find a problem and solve it!
4. Complete another round.

Artmaking: ​Do not front load these steps. It’s important that students are not aware of what comes next. Do not encumber
students with information before they are ready!
1. Review the second story with the students to make sure everyone is aware of what happened.
2. Each student should have drawing materials. Encourage students to avoid using erasers. Everything goes- use mistakes as
opportunities.
3. Then, give students ten minutes to create a drawing of one or more elements from the story. Suggestions include: the
environment, main characters, a moment of action, or the ending.
4. After ten minutes everyone should share their work with each other. Make a positive comment about every student’s work.
At the end of sharing, make an overall statement about what the group did together. This could be: ​Wow, it seems like
everyone interpreted the main character in a different way! This is awesome because you’re all correct...everything works!
5. Remix: Gather ​genre ​suggestions from students. Choose one or two as the remix suggestion. Give students five-ten
minutes to reimagine their drawing using that genre. Share each iteration with the group. Be positive and encouraging.
Identify ways in which students are incorporating their prior knowledge.

Extensions:
1. Students could work to develop their ideas into a finished drawing or painting. Identify specific creative choices that
students made to differentiate their work from others.
2. Using ideas developed during the activity, have smaller groups create a collaborative comic strip or children’s book.

Kelly Nyhagen, 2020