Activities-Warmers. Drama Based Activities

Arts
Careers
Standards
KEYS TO ICONS
Curriculum
Lesson Plans
Dance
Music
Drama/Theatre
Arts Careers (3–12) Lesson Plans: Drama / Theatre
Dramatizing your Story(K–
5)
The Sitcom (K–5) Theatre Education: A Resource Warmup
Stage Design(6–9)
Creating A Checklist for Index K12
Drama
MACBETH (6–9)
Theatre Education: A KINDERGARTEN AND UP
Resource
Guides
Warmups (K–12) Duck, Duck, Whatever
Theatre Units
Children's Stories(9–12)
Original Monologues
Stage Design (9–12)
Theatre Book: Teachers
Guide
Visual Arts
Integrated Arts
Resources
Assessment
Art Resources
Where we learned it: Children’s Theatre of Western Springs
Ages: Kindergarten and up
Materials: large open space
Process:
1. Sit in a circle, facing the inside. One person stands on the outside of the circle.
2. The person standing moves around the outside of the circle, tapping people lightly on the head and saying,
“Duck,” with each tap.
3. At some point, instead of saying “Duck,” the person on the outside of the circle names any kind of animal (e.g.,
horse, tiger, eagle) as she taps a head.
4. The standing person now runs around the circle as that animal (e.g., galloping like a horse) and the person
who she tapped must chase them around the circle like that animal.
5. If the person gets tagged, she must come in the middle and say something interesting about herself. The
chaser is now the tapper.
6. If the person sits in the vacant seat of the chaser before being tagged, then the chaser becomes the tapper.
Variations:
Create a Shakespearean version by naming characters from his plays instead of different animals. Create
the specific ways of moving for each character as a class (e.g., Richard III limps, Lady Macbeth washes
hands).
[Close]
Fruit Salad
Where we learned it: Creative Drama at ASU
Materials: None
Process:
1. Everyone sits in a circle, in chairs if possible
2. Everyone gets dubbed the name of one of four fruits (let them pick the four fruit names).
3. One person is in the middle. She calls out the name of a fruit. Everyone who is assigned that name has to get
up and find a new chair. The person in the middle tries to get one of the empty chairs and a new middle
person is left.
Variations:
1. Call out two fruits.
2. Call out “Fruit Salad” and everyone has to switch.
3. This game can be adapted to use anything (e.g., tools (for tech theatre), nursery rhyme characters, sea
animals).
[Close]
Hug Tag
Where we learned it: Creative Drama at NU
Materials: None
Process:
1. Clear the room of obstacles or find a good open space.
2. Ask for a volunteer to be “it.”
3. Explain that the person who is “it” will try to tag people. If they tag someone, that person becomes the new “it.”
4. To save yourself from becoming “it,” you can hug someone. Define a hug as between two people (use
sideways hugs if physical contact is awkward for the participants).
5. To keep it fair, you cannot hug the same person twice in a row.
6. Play.
7. Keep all the participants aware of who is “it” at all times. The “it” will change frequently.
[Close]
Keep it in the Air
Where we learned it: Methods of Teaching Drama at ASU
Materials: Inflated balloons or beach balls

Process:
1. Ask everyone to stand in a circle and toss a balloon/ball into the air.
2. The whole class needs to work together to keep the balloon/ball from touching the ground.
3. Add in more balloons/balls as the class gets more proficient.
[Close]
Name 10
Where we learned it: Improvisation with Youth at ASU
Materials: Ball
Process:
1. Ask everyone to stand in a circle.
2. Toss the ball to someone and name a category (e.g., flowers, Presidents, instruments).
3. That person passes the ball to her right and names 10 items in that category before the ball is passed all the
way around the circle and reaches her again.
4. When the ball gets back to her, she gets to toss it to someone new and say a new category.
5. The new person has to pass the ball to her right and name 10 items in the new category before the ball gets
passed around the circle.
6. Repeat until everyone has had a turn naming 10 items for a category.
7. If a person cannot name 10 items in the category, she is either out or she must tell an interesting fact about
herself before returning to the game.
[Close]
People to People
Materials: An even number of players
Process:
1. The leader acts as “drill sergeant” and instructs the participants what to do.
2. The first call that the leader makes is “People to people.” On that cue, all the participants have to find and
stand next to one other person.
3. The leader then makes a certain number of calls (I usually use three) instructing the pairs to connect certain
body parts. For example, “head to head” or “shoulder to shoulder” or “wrist to wrist.”
4. Be aware of touching certain body parts and making all the participants feel comfortable with physical contact
5. The leader then calls “People to people” again and all the participants have to find a new partner.
6. Play until you see the class is sufficiently mixed up so that people who might not normally work together are
paired or until interest is faded.
Variation:
Add in unusual combinations such as "knee to head" and “finger to toe.”
[Close]
Red light! Green light!
Where we learned it: Elementary school playgrounds
Materials: None
Process:
1. This is set up exactly like the traditional version of the game with a twist.
2. When the caller says, “Green light!” she must also name a specific way of moving. For example, the caller
could say, “Green light move like a snake!” or “Green light move like Marilyn Monroe!”
[Close]
Ships and Sailors
Materials: None
Process:
1. In this game, one person (usually the facilitator) is the “Captain.” This person calls out various orders and
everyone else has to follow them. The last person to do the task called is out and gets sent to the “Brig.”
2. It is possible to play with a rotating out. There are three spots/seats in the Brig. Once they are full, when a new
person gets sent to the Brig, the person who has been there the longest, gets to come back into the game.
3. The calls for this game are as follows:
a. "Bow": Everyone runs to the front of the boat. This area needs to be determined before playing.
b. Stern: Everyone runs to the back of the boat.
c. Port: Everyone runs to the left side of the boat (left as looking towards the bow).
d. Starboard: Everyone runs to the right side of the boat.
e. Rigging: Everyone pretends to climb rope riggings.
f. Dead Rats: Everyone drops to the floor on their backs and puts their feet and hands up in the air.
g. Boats of Two: Everyone finds a partner and sits as if in a rowboat. Anyone without a partner is sent to the
Brig.
h. Boats of Three: Everyone finds a group of three and sits as if in a rowboat. Anyone without a group of
three is sent to the Brig.
i. Boats of Four: Everyone finds a group of four and sits as if in a rowboat. Anyone without a group is sent to
the Brig.
j. Captain’s Coming: Everyone freezes in a salute while the people in the Brig come out to try to make them
move/laugh without touching them. If a Brig member can make someone move, they switch places with
that person and come back in the game.
4. This game can be adapted to suit whatever you are teaching. See Stage Directions.
[Close]
Story Circle
Where we learned it: Acting class in high school
Materials: None
Process:
1. Have everyone sit in a circle.
2. Have one person start by saying the first sentence in a story.
3. The person next to them will add the second sentence.
4. The person next to them will add the third sentence.
5. Continue around the circle adding to the story one sentence at a time until the story comes to an end.
6. The purpose is to listen and work together to create a story that makes sense.
Variations:
1. Each person can only say one word at a time.
2. Each person must start her sentence with a particular letter of the alphabet (e.g., the first person starts with A,
the second person with B, etc).
[Close]
Vegetable Game
Materials: None
Process:
1. Ask the students to sit in a circle.
2. Go around the circle and have everyone give himself or herself a vegetable name (e.g., zucchini, spinach,
squash). It is a good idea to periodically review who is what vegetable.
3. One person begins by saying the name of her vegetable twice, then says calling, then says the name of
someone else’s vegetable. The person she named then says her own vegetable name twice, followed by
calling," and a new person’s vegetable (e.g., Zucchini, zucchini calling spinach, spinach. Spinach, spinach
calling squash, squash.).
4. The challenging part of the game is that everyone needs to wrap their lips around their teeth so that during the
entire game, no teeth are showing. This makes it rather difficult to enunciate and makes the phrase sound
pretty funny.
5. If any player shows her teeth at any time, she is out.
6. The students can use any sort of vocalizations to try to make others laugh and potentially show their teeth.
Variations:
Instead of making people out when they show their teeth, have them share an interesting fact about
themselves and then restart the game.
When someone gets out, have her continue to sit in the circle, but if anyone calls her vegetable then that
person is out too.
[Close]
1ST GRADE AND UP
Big Wind Blows
Ages: 1st grade and up
Materials: Large space, chairs/way to mark where each person stands
Process:
1. Have students stand/sit on chairs in a circle, with person teaching the lesson standing in the middle.
2. If students are standing, have each student mark the place where they are standing with tape or something
similar.
3. Person in the middle announces a quality saying, "The big wind blows for anyone who’s been to Wisconsin"
or "The big wind blows for anyone who has a cat."
4. Each student in the circle that possesses that quality must get up and move to another seat as quickly as
possible. No person may sit in the seat they were in before.
5. There should end up being one person left in the middle without a seat/spot to stand.
6. The new person in the middle must announce something new that the big wind can blow and start the game
all over again.
The process repeats until each student has had a turn or a time limit has been reached.
[Close]
Find Families
Materials: None
Process:
1. The purpose of this warmup is to mix up the students and eventually get them into groups with a variety of
people.
2. Ask the students to arrange themselves in groups according to a physical characteristic like shoe type, eye
color, hair color, shirt types, etc.
3. Once in a group, they must think of a name for their group.
4. Rearrange the class a number of times so they get very mixed up.
[Close]
Rain
Materials: None
Process:
1. Ask students to sit down crosslegged in a circle.
2. The facilitator will begin by rubbing hands together like she is trying to warm up.
3. The facilitator will pass this motion to the student next to her so that gradually all the students join in as the
motion gets passed around the circle.
4. When the motion returns to the facilitator, she begins to snap fingers and passes that new motion to her
neighbor.
5. When the motion returns to the facilitator, she begins clapping and passes that new motion to her neighbor.
6. When the motion returns to the facilitator, she begins stomping feet on the floor and passes that new motion to
her neighbor.
7. When the motion returns to the facilitator, she returns to clapping and passes that new motion to her neighbor.
8. When the motion returns to the facilitator, she returns to snapping and passes that new motion to her
neighbor.
9. When the motion returns to the facilitator, she returns to rubbing hands and passes that new motion to her
neighbor.
10. When the motion returns to the facilitator, she rests hands on his/her lap and passes that new motion to her
neighbor.
11. The facilitator waits to speak until there is no more sound or movement.
12. We have just created our own little rainstorm!
Variation:
Instead of people getting out, have them answer one of the questions asked during the game and then start
up a new round.
[Close]
Whoosh
Materials: None
Process:
1. Have the students get into a circle. Explain each part of the exercise separately and try it before moving on to
the next part.
2. The premise of this exercise is that the students are passing around a big ball of energy. Using their whole
bodies they pass the energy to the person next to them while saying, “Whoosh.” This should continue to travel
around the circle in the same direction until you stop it.
3. The next part added is “Whoa.” Now, if a student doesn’t want the energy or wants to send it the other
direction she can put her hands up (as if to say stop) and say “Whoa.” Then the person who sent them the
whoosh must turn around and send it the other direction around the circle.
4. The last part added is “Zap.” Now, if a student wants to send the energy across the circle, she can. If she is
passed a whoosh, she may clap her hands straight out in front and point to someone across the circle and say
“Zap.” Then the person who received the zap continues whichever direction she wants with “Whoosh.”
5. It is important to remember that you can only “Zap” or “Whoa” a “Whoosh” and you can only “Whoosh” in
response to a “Zap” or “Whoa.” (Although, you can change the rules to be played however you’d like.) It
sounds confusing, but once you get started it falls into place.
[Close]
Zoom
Where we learned it: Summer camp
Materials: None
Process:
1. There are five different moves in this game that need to be learned. It is best to introduce only a few at a time
when teaching this game to a class.
a. “Zoom” means that a player moves her arm across her body, about waist height to the person sitting next
to her (e.g., if the “Zoom” is going clockwise around the circle, she would take her right arm and say
“Zoom” as she zoomed her right hand to the person sitting on her left).
b. “Zoom” can also go counterclockwise meaning that a player’s left arm/hand would move towards the
person on her right.
c. “Eeek” (the sound of screeching breaks) is what can make the “Zoom” change direction. If someone
wants to change the direction of the “Zoom” when the “Zoom” gets passed to her, she holds up her hand
like a stop sign to the person who zoomed her, and says “Eeek.” The person who zoomed her then has to
pass the “Zoom” in the opposite direction.
d. “Duh Dunk” is the sound for a speed bump. If a person gets passed a “Zoom” and then says “Duh Dunk”
and lays both her arms straight out in front, the “Zoom” continues going around the circle in the same
direction, but skips the person immediately next to whomever said “Duh Dunk.”
e. Oil Slick changes the direction of the “Zoom” and makes it skip the person immediately next to whomever
called Oil Slick. It is like “Eeek.” and “Duh Dunk” combined.
2. Sit everyone in a circle and play “Zoom” with all the different elements incorporated. The goal is to see how
long you can play and how quickly you can play without error.
[Close]
[top]
2ND GRADE AND UP
1, 2, 3 in Pairs
Ages: 2nd grade and up
Materials: Even number of people
Process:
1. Divide the group into pairs
2. The students will face their partners and alternately count, 1, 2, 3, 1, 2, 3… Since there will be two people
saying three numbers, the person who says, “1” will change each time.
3. Once the pairs are proficient at fluidly counting together, substitute an action for “1”. They continue to count, 1,
2, 3, 1, 2, 3… but instead of saying “1” they do the action. So it becomes "Action, 2, 3, action, 2, 3…"
4. Once the pairs can complete this step fluidly, add a different action for “2“.
5. Once again, when the movement/rhythm is fluid, add yet another action for “3“. Now the pairs will be doing,
Action 1, action 2, action 3, action 1, action 2, action 3…
Variations:
The actions can be theme specific to make it appropriate for history or a particular topic.
[Close]
Blob Tag:
Materials: None
Process:
1. Everyone needs to spread out in the room and the instructor chooses the blob.
2. The students begin to move about the space trying to avoid the blob.
3. As the blob tags the students, they latch arms and form a larger blob to try to catch the rest of the students.
4. Eventually everyone is part of the blob.
Variations:
The blob could think of new ways to catch the other students (e.g., only tag with knees or elbows).
[Close]
Cover the Space
Materials: None
Process:
1. Ask the students to walk around the room. As they walk, they should pay attention to the empty spaces and
move to fill those areas. The goal is to evenly fill all the available space.
2. Tell the students that on the count of three, they must freeze and assess how well they have filled the space.
3. Count to three. Sidecoach as necessary and make adjustments to fill in the entire space.
4. Repeat the walking and freezing until the students can fill the space on the count of three.
Variations:
1. On every freeze, the students must work in pairs or threes to fill in space using each other’s bodies for support.
2. Coach the students to think in threedimensional terms and to fill the space on the floor and all the space
above it. (This encourages students to think about negative space in a creative way.)
[Close]
Data Processing
Materials: None
Process:
1. Ask the students to stand in a line, shoulder to shoulder.
2. They are all bits of data and they are going to work together to process themselves.
3. Ask the students to rearrange the line so that they are standing in alphabetical order by first name.
4. Ask them to rearrange again in alphabetical order by last name.
5. Ask them to rearrange one last time by birthday (year does not matter).
Variations:
Time the students with each round to challenge them to move quickly.
[Close]
Do You Like Your Neighbor?
Materials: large, open space
Process:
1. Stand in a circle with one person in the middle.
2. Person in the middle asks someone in the circle, “Do you like your neighbor?”
3. The person can reply, “No.” At that point, the people standing on either side of the person who said, “No,”
have to switch places. The person in the middle tries to steal one of the spots. If she is successful, there is a
new person in the middle. If she is unable to get a spot, she asks another person in the circle, “Do you like
your neighbor?”
4. The person can reply, “Yes, but…” and they add a descriptive statement just as, “Yes, but I do not like people
wearing pink,” or “Yes, but I do not like people who have been to Canada.” At this point, anyone who meets
this description must leave her spot in the circle and try to find a new one. Again, the person in the middle tries
to locate a vacant spot so that she is no longer in the middle.
5. It is important to remind all the players that these statements are just for the purposes of the game and the
players do not really dislike their neighbors or those people wearing pink or who have been to Canada or
whatever the statements might be.
[Close]
Find Your Mother Like a Little Penguin
Materials: Cards with animals written on them (each animal needs to be written on at least two cards),
blindfolds (optional)
Process:
1. Pass out one animal card to each student.
2. Ask the students to close their eyes (or blindfold them).
3. They now need to make the sounds of their animal to try to find the person who is their same animal.
Variations:
You can have two or more cards with the same animal so that the class will end the activity in pairs or
small groups.
[Close]
Group Juggling
Materials: At least three small objects that can be thrown (Beanie Babies work well)
Process:
1. Ask everyone to stand in a circle
2. First step is to establish the order for throwing. Toss one Beanie Baby around the circle. It should start and end
with the same person, each person should only get the Beanie Baby once and you have to say the name of
the person to whom you are throwing immediately before you throw. Emphasize that at this step, all you have
to do is remember who you throw the Beanie Baby to.
3. Second step is to play for real. Toss one Beanie Baby around the circle in the same exact order with everyone
still saying the name of the person to whom they throw. However, this time, if the Beanie Baby lands on the
floor at all, it has to start over at the top of the order. If a group has trouble with this stage, try to brainstorm as a
group how you can accomplish this task, e.g., throwing underhand, looking at the person throws to you,
saying her name nice and loud.
4. Third step is to add in a second Beanie Baby. This Beanie Baby goes in the exact same order as the first one,
but has a delayed start. For example, the first Beanie Baby starts around the circle, then a few seconds later
(or a few tosses later) the second one starts. This time if either Beanie Baby falls, they both have to start at the
top of the order.
5. Fourth step is to add a third Beanie Baby using the same rules as adding the second Beanie Baby.
Variations:
1. If your group gets very skilled with this activity, you can add more Beanie Babies, trying to toss as many as you
have people in your group.
2. You can also try to throw one backwards through the order at the same time as one is going forwards.
3. You can also drop the rules about starting over if the Beanie Baby hits the floor and just keep them going the
whole time (it is still important to strive for accuracy since that keeps the game going faster, but with this
version it is not imperative and it does not single out someone if she really just cannot catch/throw).
[Close]
Kitty Wants a Corner
Where we learned it: Creative Drama class at NU
Materials: None
Process:
1. Get into a circle standing up.
2. Assign or ask for a volunteer to play kitty. Kitty is in the center of the circle and goes up to someone in the
circle and says, “Kitty wants a corner.”
3. The person responds with, “No, go ask my neighbor.”
4. Kitty then goes and says, “Kitty wants a corner” to the next person in the circle.
5. While this is happening everyone in the circle is trying to switch spots. Two people make eye contact without
saying anything and agree to switch places.
6. While they are switching, kitty tries to win one of the spots now vacant.
7. If kitty gets to one of those spots then the person left out is now kitty, if not then that same person continues to
be kitty and continues to say, "Kitty wants a corner" around the circle.
[Close]
Stage Directions
Where we learned it: Children’s Theatre of Western Springs
Materials: None
Process:
1. In this game, one person, usually the teacher, is the “Director.” This person calls out various orders and
everyone else has to follow them. The last person to do the task called is out and gets sent to the Audience.
2. It is possible to play with a rotating out. There are three spots/seats in the Audience (add more seats for a
larger group). Once they are full, when a new person gets sent to the Audience, the person who has been
there the longest, gets to come back into the game.
3. The calls for this game are as follows:
Downstage: Everyone runs to the front of the stage. This area needs to be determined before playing.
Upstage: Everyone runs to the back of the stage.
Stage left: Everyone runs to the left hand side of the stage (left as looking towards downstage).
Stage right: Everyone runs to the right hand side of the stage.
Center stage: Everyone runs to the center of the stage.
Upstage left, Upstage right, Downstage left and Downstage right can be added for more advanced
groups.
Curtain: Everyone pretends to pull on ropes to open curtains.
Orchestra Pit: Everyone drops to the floor (as close to an orchestra pit as most theatres get plus I don't
want students jumping off the edge of the stage).
Curtain Call: Everyone bows as if in a curtain call.
Lights: Everyone looks up towards the lights and shields their eyes.
Catwalk: Everyone tiptoes as if on a catwalk high above the stage.
Scenes of Two: Everyone finds a partner, sits down and pantomimes (otherwise it gets too loud to hear
the next call) a scene. Anyone without a partner is sent to the Audience.
Scenes of Three: Everyone finds a group of three, sits down and pantomimes a scene. Anyone without a
group of three is sent to the Audience.
Scenes of Four: Everyone finds a group of four, sits down and pantomimes a scene. Anyone without a
group is sent to the Audience.
Freeze: Everyone freezes while the people in the Audience come out to try to make them move/laugh
without touching them. If an Audience member can make someone move, they switch places with that
person and come back in the game.
[Close]
Two Truths and an Untruth
Where we learned it: Summer camp
Materials: None
Process:
1. Sit in a circle.
2. Take turns going around the circle. Have each person share two true statements about herself and one false
statement. The rest of the group needs to guess which statement is false.
Variations:
1. Divide the group into pairs and have each partner learn the other person’s statements to share with the group.
2. You can use a subject other than yourselves, e.g., research Shakespeare and then share two true facts and
one untrue fact about his life.
[Close]
Wax Museum
Materials: Large space
Process:
1. Ask for a volunteer to be the Janitor or have the leader be the Janitor.
2. Tell the story of the Janitor who works at a museum where the statues come a live at night. When they think no
one is looking they try to move around.
3. The objective of the Janitor is to catch the statues moving (The statues can breathe and blink but if the Janitor
catches them looking around, they are out).
Variations:
Play Magic Garden with younger students and act out a different scenario for the statues to change each time.
Any theme or topic can be used as ideas for statues. The students who are “out” can help the janitor catch
others.
[Close]
Yes
Where we learned it: Acting class at NU
Ages: 3rd grade and up
Materials: None
Process:
1. Have group stand in a large circle.
2. Facilitator begins by pointing to someone in the circle and making eye contact. The person they point at says,
“Yes.”
3. The facilitator then begins walking across the circle towards the person.
4. The person then points to someone else who says, “Yes.”
5. The first person begins walking towards the second person and the game continues.
6. You may not start moving across the circle until the person you point at says, "Yes." Try to keep the game
going as quickly as possible.
Variations:
Instead of pointing, just make eye contact. This is more challenging.
Can be used as a name game if you point and say the person’s name. In this version they don’t have to say,
“Yes.” You just start moving as soon as you say their name.
[Close]
Zip, Zap, Zop
Materials: None
Process:
1. Have group stand in a circle.
2. Facilitator begins by sliding hands together pointing at someone else in the circle, saying, “Zip” with proper
projection and making eye contact with that person.
3. That person slides her hands together, says, “Zap” and points at and makes eye contact with someone else in
the circle.
4. That third person slides her hands together, says, “Zop” and points at and makes eye contact with someone
else.
5. The pattern then repeats and continues.
6. Try to move the motion around the circle as quickly as possible.
[Close]
[top]
3RD GRADE AND UP
Fast Shake Down
Where we learned it: National High School Institute at NU
Materials: None
Process:
1. Have the students get into a circle. Explain the entire warmup before beginning.
2. This is a fast physical, energizing warmup. Using each hand up in the air and each foot stretched out in front,
everyone will shake out each hand or foot one at a time. Beginning with the right hand you will "shake it out"
for 10 seconds, then the left hand, then the right foot, then the left foot.
3. The counting is fast and each hand and foot is shaken out separately. For each round (hand, hand, foot, foot)
the countdown gets shorter. First 10 seconds, then 8, then 6, then 4, then 2, then 1.
4. So it would go: Right hand – 10,9,8,7,6,5,4,3,2,1; Left hand – 10,9,8,7,6,5,4,3,2,1; Right foot –
10,9,8,7,6,5,4,3,2,1; Left foot – 10,9,8,7,6,5,4,3,2,1; Right hand – 8,7,6,5,4,3,2,1…and all the way down to 1
count for each.
[Close]
Link Tag
Materials: None
Process:
1. Have the students pair up and ask for two volunteers, one to start off being "it" and one to be chased.
2. The pairs of students are scattered around the space with their arms linked (one students right arm and the
other’s left).
3. The student being chased has to avoid being tagged and can link up on an arm of one of the pairs. If the
student links up with one of a pair, the other part of the pair then must unlink and be the one being chased. If
the student forgets he or she can be tagged and then they are "it."
4. Also, if the student being chased is ever tagged, the chaser and chasee roles automatically switch.
[Close]
Minefield
Where we learned it: Version #1—Theatre for Social Change at ASU; Version #2—Creative Drama at NU
Materials: Small or large objects

Process:
Version #1
1. Stand in a circle and ask each person to place a small object in the center of the circle.
2. We have just created a minefield in the circle and the goal is to guide someone across the circle without
letting her touch a single item on the floor. The catch is that this person must close her eyes and keep them
closed (it might be a good idea to have a strip of fabric to tie across that person’s eyes).
3. The people on the outside have to work together to find a way to safely bring the blind volunteer across the
circle without deciding who will say what or planning ahead.
4. If the volunteer touches an object, the whole group yells “Ka boom,” and the volunteer returns to the circle.
Version #2
1. Using anything in the room (chairs, desks, books, etc.), create a complicated mess of items in the middle of the
room.
2. Allow the students to pair up with someone that they trust. One person in the pair will be A and the other
person will be 1.
3. Ask all the A’s to stand on one side of the room and all the 1’s to stand on the other.
4. All the 1’s will close their eyes (it might be a good idea to use bandanas or strips of fabric) and all the A’s,
while staying on their side of the room, will vocally guide their partners through the mess to cross the room.
5. If the 1 touches any item, she must go back to where she started and try again.
6. It is important to allow plenty of time to let each team finish.
7. Switch the arrangement of the mess in the middle of the room and allow the 1’s to guide the A’s.
[Close]
Pass the Clap
Materials: None
Process:
1. Have group sit in a circle.
2. Facilitator begins by turning to the right and making eye contact with the person sitting there. This is person A.
The facilitator and A must clap at the same time.
3. A must turn to her right and make eye contact with B. They must clap together.
4. The clap continues around the circle as quickly as possible.
Variations:
1. Try passing multiple claps around the circle at the same time.
2. Try doing it with eyes closed.
[Close]
Question Game
Materials: None

Process:
1. Ask the students to sit in a circle.
2. The facilitator begins by asking the student sitting next to him/her a question such as, “Why is the sky blue?”
3. The student must answer the question by asking the next student a different question such as, “How are you?”
4. This continues until someone cannot think of a new question quickly or answers the question. This person is
now out of the game.
5. Keep playing until there is one winner.
Variation:
Instead of people getting out, have them answer one of the questions asked during the game and then start
up a new round.
[Close]
Simon Says
Where we learned it: Elementary school playgrounds
Materials: None
Process:
1. One student volunteers to be the caller or "Simon."
2. All other students stand in lines of rows.
3. Either each person plays for herself or each line is a team playing together.
4. Simon begins to call out things that everyone should do by saying, “Simon says…” (e.g., Simon says jumps up
and down).
5. Everyone should do what Simon says and continue doing so until Simon says stop.
6. The trick is that if the caller says to do something and doesn’t say, "Simon says" in front of it – you’re not
supposed to do it.
7. You are out if you do something without "Simon says" in front of it, or stop doing something that you haven’t
been told to stop doing.
[Close]
What are you Doing?
Materials: Large space
Process:
1. Either stand in a circle or ask two volunteers to stand in front of the group.
2. One student begins miming an activity (e.g., skiing). The student to her left asks, “What are you doing?”
3. The other student continues miming their activity (skiing), but says she is doing something else (e.g., taking a
shower).
4. The student who just asked the question begins miming the new activity (taking a shower) and the student
who is to her left asks, “What are you doing?”
5. The student continues her activity (taking a shower), but says she is doing something else (e.g., reading).
6. This continues either around the circle or back and forth between the two volunteers until someone can’t think
of an idea or the group gets bored.
7. It is important to remind the students to continue to mime their activities while they say the new activity.
Variations:
Students may not repeat an activity that has already been mentioned.
Students have only a count of three to come up with the new activity.
[Close]
[top]
4TH GRADE AND UP
Audience Pantomime
Where we learned it: Middle school drama class
Ages: 4th grade and up
Materials: Note cards with events written on them (e.g., baseball game, horror movie, ballet, rock concert,
etc.)
Process:
1. Discuss how people behave differently when they go to different events. Demonstrate the concept by asking
the students to pantomime how they would act if they went to see a play. Then have them pantomime how
they would act while at an ice hockey game.
2. Ask for four volunteers and show them a card. The object is for them to pantomime the event with enough
specificity that the rest of the class can guess where they are.
3. Once they guess, ask for another four volunteers and hand them a new card.
4. Repeat the process until everyone has had a chance to participate.
[Close]
Bippity Bippity Bop
Materials: None
Process:
The students stand in a circle. One person stands in the middle. She will point at people in the circle and give
them a direction. The people in the circle have to follow that direction or they will come into the middle.
When a student makes a mistake, that person becomes the person in the middle.
The different directions are as follows and new directions are continually added.
When the leader points to a person in the circle and says “Bippity Bippity Bop,” the student responds with
one word "Bop" before the leader finishes the phrase.
If the leader points to a student and says simply “Bop,” the student says nothing.
All of the following involve one student that the leader points at as well as people standing on either side
of that student. The title of the action is what the leader says.
HOUSE — Student kneels and says spookily “Come in. Come in.” Side students reach their hands up
at a 45° angle and create a roof by touching fingertips.
COWBOY — Student twirls arm like a lasso, gallops like riding a horse and yells “Yee ha!” Side
students face forward and gallop on a horse saying “Clip Clop.”
JELLO — Student wiggles like Jello. Side students create a bowl around the middle student with their
arms.
ELEPHANT — Student creates an elephant trunk with her arms. Side students use their arms to
create large elephant ears on either side of the middle student’s head.
BUNNY — Student creates a bunny tail behind her back with her hands. Side students create long
bunny ears by holding one arms up to the middle person’s head.
DEER — Student makes a wideeyed face like a deer caught in headlights. Side students create
antlers by holding their hands up to the middle person’s head.
GODZILLA — Student roars like a rampaging Godzilla. Side students cower down low and scream.
PALM TREE – Student holds her arms out like palm fronds. Side students ball up like coconuts on
either side of the tree.
AIRPLANE – Student creates goggles over her eyes using his/her hands. Side students put arms out
to either side to create the wings.
STONEHENGE – ALL students (not just the three indicated) stand with feet together, raise hands
above head and bring down into prayer form. While they are doing this, the must say “Ohm” and hold
it. Like meditation!
Variations:
Make up your own cues. Anything goes!
[Close]
Bomb and Shield
Materials: None
Process:
1. As students walk around the room trying to fill in the empty spaces, ask them to identify someone in the room.
That person will be their bomb. They must keep their chosen bombs to themselves.
2. The students must then select another person. That person will be their shield. Again, they must keep their
chosen shields to themselves.
3. Explain that on the count of three, the students must continue to walk, but attempt to keep their shield person
in between them and their bombs.
4. Count to three and watch as the students move around desperately trying to keep away from their bombs.
5. Process the activity after a few minutes of playing. The students will make some very interesting observations.
[Close]
Circle Dash
Where we learned it: Michael Rohd
Materials: None

Process:
1. The students form a circle with one person being designated as “it” in the middle.
2. The people in the circle want to try and make eye contact and switch places before “it” can get into one of their
spaces. (It is best to mark each place with a chair behind where everyone is standing.)
3. It is important that the two people who are going to switch spots make eye contact and visually cue that they
agree and are ready. If "it" gets to one of the spots before the person from the circle, then that person becomes
“it.”
[Close]
Circle Sit
Materials: None
Process:
1. Ask the group to stand in a very tight circle shoulder to shoulder.
2. Have everyone turn to the right (or the left it doesn’t matter) and shuffle into the middle of the circle even more
so that you are standing very close to the person in front of and behind you.
3. On the count of three everyone sits down on the lap of the person behind them (be cautious with some grades
about body issues).
Variations:
Once the group is competent with sitting on laps, start walking around the circle with everyone stepping
right then left at the same time. Try to walk once around the circle without anyone falling.
[Close]
Circle Tableaux
Where we learned it: Theatre for Social Change at ASU
Materials: None
Process:
1. Have the students get into one large circle and explain tableau. (A frozen picture using their bodies, as if
someone was taking a snapshot of them.)
2. Ask each student to think about a picture of herself when she is happy. What do you look like when you are
happy or what kind of activity do you do that makes you happy? (Demonstrate a few for the students, perhaps
with a different subject so as to not have the students simply copy you.)
3. Have all the students turn their backs and try their personal tableaux.
4. Then have all the students share them, going around in the circle for 3 seconds at a time.
Variations:
Any other theme or topic you can think of or are working on at the time can be used to introduce the
tableaux concept.
[Close]
Concentration
Where we learned it: Middle School playgrounds
Materials: None
Process:
1. Teach the rhythm of the game. Everybody says “concentration” in unison and to a count of four (there are four
syllables in the word “concentration,” speak each one evenly). There is a different action to do with your hands
on each syllable of the word “concentration.” On “con,” clap both hands on your thighs. On “cen,” clap your
hands together. On “tra,” snap your right fingers. On “tion,” snap your left fingers. Practice this rhythm as a
group until it is in unison.
2. Next assign everyone in the circle a number. It is easiest to have the facilitator be number one and then
number off in a circle from that point.
3. Teach the next part of the rhythm. Using the same physical pattern, (clap thighs, clap hands, snap right, snap
left) have each person say “Number” on the thigh clap and the hand clap (two syllables so two physical
moves) and then her number on the remaining two physical gestures (with three syllable numbers, say the
first two syllables on the first snap and the last syllable on the last snap). Repeat saying numbers until
everyone is comfortable with that part of the rhythm.
4. To play the game, everyone starts by saying “Concentration” twice. After that, keeping in time, number one,
speaking all alone, says her number on the rhythm and then says another person’s number, still on rhythm.
That person replies by repeating her own number, on rhythm, and then calling out another number, on rhythm.
This pattern continues until someone does not reply or misses the rhythm.
5. If someone misses, her number is now invalid. She stays in the circle, but if anyone calls an invalid number,
that person becomes “out” as well. Play until there are only a few people left and then you can start it all over
again with everyone playing.
[Close]
Giants, Elves, Wizards
Materials: None
Process:
1. Divide the class into two groups.
2. This game is played like a giant version of “Rock, Paper, Scissors.”
3. Each team goes off to their side and decides if they are going to be Giants, Elves or Wizards. Everyone on that
team has to be the same thing.
4. The teams line up back to back at a center line and yell, “Giants, Elves, Wizards” before turning to reveal to the
other team what they are.
5. Giants beat Elves, Elves beat Wizards and Wizards beat Giants.
6. The winner team tries to tag members from the other team before they can get back to their side. If they catch
anyone, that person joins the winner team.
7. Play until everyone is on one team.
8. If the two teams turn and reveal the same character (e.g., they’re both Wizards) then they greet one another
like longlost wizard friends and go back to their team’s side to play another round.
Variations:
Change the name to be three things with a similar relationship in a subject that you are studying.
[Close]
Give and Take
Materials: None
Process:
1. Start by asking the students to find their own space in the room and freeze in an interesting physical shape
that they can hold for a while. Emphasize making shapes on different levels.
2. Ask for one volunteer to unfreeze and move around the space. That one person has the focus. The rule of this
game is that only one person can have the focus (the movement) at a time.
3. The person moving can now “Give” the focus (the movement) to another person. She may “Give” in a variety of
ways, e.g., touching, eye contact, energy transfer. Once she “Gives” the focus, she freezes immediately and
the new person with the focus moves around the space. Practice “Give” until the group is comfortable with it.
4. Now introduce “Take.” When someone has the focus, ask her to keep moving and not to “Give” the focus to
anyone. At this point, anyone in the group may "Take" focus. They “Take” by starting to move and the person
already moving has to be aware enough to realize that a new person has taken the focus and immediately
stop moving. Remember only one person can have the focus at a time. Practice until the group feels
comfortable with “Take.”
5. Allow the group to use both "Give" and "Take."
Variations:
1. Encourage the students to move in way other than walking and a way that no other person has used so far,
e.g., leaping, rolling, slithering, spinning.
2. Ask students to make a vocalization (sounds or words) that matches their movement when they have the
focus.
3. Create a theme for the game so that every movement and vocalization matches that idea, e.g., if the theme is
school the movements might be brisk walking, slumping, stretching, etc and the vocalizations might be talking
excitedly about upcoming dance, moaning about a test, yawning.
[Close]
Liar’s Contest
Materials: None

Process:
1. Divide the class into groups of 34
2. Give each group a topic such as “A time you were scared,“ or “Your favorite birthday ever.”
3. Each person in the group tells a story of her own that fits the topic.
4. The group then picks one story that they all are going to tell.
5. They all learn the story and try to make it their own.
6. Each person in the group tells the story to the class and the class tries to tell to whom the story really belongs.
[Close]
Look and Scream
Materials: None
Process:
1. Have the group stand in a circle.
2. Everyone looks down.
3. Designate someone to be the counter.
4. The counter counts, 1,2,3.
5. On 3, everyone looks up and looks directly at someone else in the circle.
6. If the person that you look at is not looking back at you, then you are safe. If the person that you look at is
looking at you too, then you both shout "Ah" and collapse to the ground.
7. The counter counts again, and those remaining standing look at someone in the circle.
8. Play until everyone is sitting or until there is one person remaining.
[Close]
Mirrors
Where we learned it: Acting class at GAC
Materials: None
Process:
1. Have the group get in pairs, one being A and one being B. A’s will begin moving their bodies slowly and
easily at first, and B’s will stand across from them and mirror everything they do. This is not a competition; both
people should do their best to make it so an outsider wouldn’t be able to tell who was leading.
2. Then switch and have the B’s lead.
3. Once both people have led for a while, have the pairs give and take – both people can lead or follow. Remind
them that eye contact is important.
Variations
For more advanced work, the pairs can be spread throughout the room and then asked to find different
partners. The pairs can form a line and then hold hands with those next to them so that they are working
with the partner across from them but also affected by those around them. (The mirrors sequence in Boal’s
Games for Actors and NonActors is a great exercise if you have the time.)
[Close]
Musical Chairs Reinvented
Materials: CD and CD player, chairs
Process:
1. Arrange the chairs in a circle with the seats facing outward.
2. Review the rules of traditional Musical Chairs: Move around the circle as the music plays. When the music
stops, everyone must find a chair to sit on. Those without a chair are out. Take away a chair before starting the
music each time.
3. In this version, a chair will be taken away each time the music stops, but all the players still need to find a seat.
This requires that they work together to get multiple people on a smaller number of chairs each round.
4. Play until there are 23 chairs left.
Variations
Call out specific ways of moving around the circle as the music is playing.
[Close]
Name Game
Materials: None
Process:
1. Have everyone stand in a circle.
2. The teacher begins saying her name and doing a sound and/or movement to go along with it (e.g., “My name
is Niki and I’m excited,” as I put my arms up in the air. Or if I like to dance, I may say, “My name is Niki,” while
I’m dancing).
3. The entire class then repeats the name and action/sound/word.
4. The next person introduces herself and does a sound and/or movement. The class repeats this and then
repeats the first person’s name and action. Continue going around the circle always repeating the previous
people.
5. After about seven people, start anew with the next person, starting over after about every seven people. When
you have reached the last person, then do the entire circle as a class. When complete, ask if anyone in the
class thinks they can go around the whole circle by themselves.
6. Discuss how everyone is there for each other and the power of the group. If one person forgets, there always
seems to be another person in the circle that remembers and can support them.
[Close]
One up, Two down
Materials: One chair for every student
Process:
1. Divide the class into groups of three.
2. In every group, one person must be standing and two must be sitting (hence the name of the game).
3. Ask the students to change from standing to sitting or vice versa. When one person in the group changes, the
rest of the group must adapt so that there is always one person standing and two people sitting.
4. Encourage the students to take risks and to be aware of the other people in their groups.
Variations:
Have more advanced students improvise scenes as they play with reasons for standing or sitting.
[Close]
Pantomime Time of Day
Materials: None
Process:
1. Have the students find their own space in the room.
2. Let the students know that they will be recreating a day in their own life, hour by hour in their own personal
space. This activity should be pantomimed with no vocal aspect (silent).
3. Start with a time of day, for example 8:00 am. Begin sidecoaching the students about activities. For example,
what are you doing at 8:00 in the morning? Are you at school, getting things out of your locker, sitting in class
taking notes, singing in choir, sleeping, etc? Don’t worry about anyone else, just what you are doing at 8:00.
4. Continue the exercise by hours until you reach 8:00 am again. Continue to sidecoach as needed throughout
the exercise.
[Close]
Pass the Sound and Movement
Where we learned it: Acting class in high
Materials: None
Process:
1. Stand in a circle.
2. One person initiates a sound and a movement and passes them to the person on her right.
3. The person on the right copies the sound and movement and passes them to the right.
4. The sound and movement continues around the circle until it comes back to the person who started it.
5. The person who started it repeats her sound and movement.
6. Then the person on her right changes it to a new sound and movement, which gets passed around the circle.
7. Continue this pattern until everyone has had the chance to initiate a sound and movement.
[Close]
Roll Call
Materials: None
Process:
1. Stand in a circle.
2. Take turns saying the following chant in rhythm with a clapping beat:
"My name is…
I am … (age).
I like to … (an action).
And it goes like this…
3. As one person chants, the rest of the circle claps in time and says, "Yeah!" after each line.
4. After the last line, the person chanting demonstrates her action (e.g., if they said, "I like to read," they would
demonstrate reading a book).
5. The rest of the circle copies the demonstration and steps in and out of the circle as they all say:
… (name of action) in, … out.
Introduce yourself.
… (name of action) in, … out.
Introduce yourself."
6. Once one person has finished her chant, reestablish the clapping rhythm and the next person in the circle
begins the chant.
7. Continue until every person has introduced himself or herself.
Variations:
Change the second line to state a descriptive adjective, a grade level, a place of birth or anything else that
is of interest to your class.
[Close]
Sculpting
Where we learned it: Devising class at GAC
Materials: None
Process:
1. Demonstrate how to sculpt with people. Whoever is the clay stands in neutral. There are two ways a sculptor
can sculpt.
Direct touch: The person sculpting must ask permission to directly touch the person. This is the only
talking that occurs.
Demonstration: The sculptor could also shape their clay by showing the clay what to do (e.g.,
demonstrate a particular facial expression) and the clay will mimic it.
2. Allow the students to sculpt one another. Reinforce that there are no correct versions of that image.
3. Ask the sculptors to walk around and examine the sculptures.
4. Have the clay and the sculptor trade places and repeat the process.
Variations:
1. Use words, ideas, themes or subjects as a prompt for sculpting such as happiness, oppression, school, family,
the Underground Railroad, the Great Depression, etc.
2. This work can be done in pairs, in small groups with one sculptor or in a circle with a few clay people in the
middle and the rest of the class entering the circle to sculpt.
[Close]
Shapes and numbers
Materials: An odd number of people, blindfolds (optional)
Process:
1. Ask for one volunteer and divide the rest of the class into pairs.
2. The volunteer will be the shark and one member of each pair will be a minnow.
3. Ask the nonminnows to stand in a circle. The shark and the minnows will stand inside the circle.
4. On the count of three, the shark and all the minnows will close their eyes (or be blindfolded).
5. The purpose of the game is for the shark to tag the minnows and for the minnows to try to get away. Each
minnow’s partner on the outside of the circle will try to guide her minnow away from the shark using only vocal
instructions.
6. Once a minnow is tagged by the shark, the minnow will join the circle. The people in the circle, in addition to
guiding their minnows, need to keep everyone inside the circle and from bumping into items.
7. Switch roles so that everyone gets a chance to be a minnow.
[Close]
This is a…
Materials: One small object per person

Process:
1. Starting with just one object (let’s say a pen), pass it around the circle, from one person to the next, using the
following rhythm:
A: (Turning to speak to person B and holding pen towards them) This is a pen.
B: (Turning to speak to person A) A what?
A: A pen.
B: A what?
A: A pen.
B: (Taking the pen) Oh, a pen.
2. Person B would then turn to the next person in the circle and repeat the rhythm to pass the pen to them.
3. It is important to look at the person to whom you are speaking.
4. Once the pen gets all the way around the circle, add a second object that starts from the opposite side of the
circle. Both objects get passed around at the same moment with the same rhythm. So there will be two A’s
speaking and two B’s speaking; one pairing would be saying “pen” and the other pairing would be naming the
object that they are passing, every other word in the rhythm (e.g.,, "A what?") would occur at the exact same
time.
5. Once two objects are successfully passed around the circle keeping in rhythm, add a third object. Again,
evenly space the starting points of the objects around the circle.
6. The goal of this game is to keep adding objects until there are as many objects as there are people in the
circle. At this point, each person will be an A and a B at the same time. Everyone will have to turn their heads
back and forth at each point in the dialogue and really listen to their neighbors even though they’re talking at
the same time.
[Close]
Values Clarification
Materials: One “yes” sign and one “no” sign, paper, pencils/pens
Process:
1. Post the “yes” sign on one side of the room and the “no” sign on the other side.
2. Hand out paper and pencils/pens and ask the students to write down at least two statements that touch on an
issue they feel strongly about (e.g., “Homosexual marriage should be legalized” or “Sometimes violence is the
only option” or “Protecting the environment should be our number one priority”). The statements should be
written in the affirmative (e.g., Instead of “I don’t believe in abortion,” write, “I think abortion is wrong”).
3. Collect the papers and ask the students to stand somewhere between the two signs.
4. Explain that there is now a continuum between the two signs with 100% yes at the “yes” sign, 100% no at the
“no” sign, no opinion at the middle and a range of options in between. When you read a statement, the
students will silently move to the position that represents their opinion.
5. Before you begin reading statements, emphasize that this is an individual activity and each student should
move to where she believes even if she is the only one in that space. Stress that this activity is about
respecting the different opinions we have and that no one should comment on where someone is standing.
6. Read the statements. Remind students to stay silent and thinking about themselves.
7. If desired, process the activity at the end by asking the students if they made new discoveries about
themselves.
Variations:
Write the statements yourself. Do this if you want to explore a specific theme or arrange the statements in a
certain manner.
After reading a statement, give students the option to state why they are standing where they are. Be sure to
hear from people in a variety of locations and to allow anyone who wants to share their thoughts have a
chance to speak before reading the next statement. Remind them to respond to the statement and not to the
thoughts expressed by others.
[Close]
Who’s the Leader?
Materials: None
Process:
1. Have the students get into a circle.
2. One person volunteers to be the person to find the leader and goes outside of the classroom.
3. While that person is outside, another student volunteers to be leader and starts a movement.
4. The whole group copies the repeatable movement and tries to make it look as though there is no leader and
the whole group is moving as one.
5. Let the leader know that when the student outside comes in and begins searching for the leader, the leader
must also, as the whole group is moving, slowly change the movements.
6. The goal for the leader and the group is to not get caught and the goal for the student outside is to come in
and identify the leader.
[Close]
[top]
6TH GRADE AND UP
Big Booty
Materials: None
Process:
1. Discuss how people behave differently when they go to different events. Demonstrate the concept by asking
the students to pantomime how they would act if they went to see a play. Then have them pantomime how
they would act while at an ice hockey game.
2. Ask for four volunteers and show them a card. The object is for them to pantomime the event with enough
specificity that the rest of the class can guess where they are.
3. Once they guess, ask for another four volunteers and hand them a new card.
4. Repeat the process until everyone has had a chance to participate.
[Close]
Circle Counting
Materials: None
Process:
1. Have the students get into a tight circle where everyone is touching shoulders and is in as far as they can go.
2. All students should close their eyes. The goal of the exercise is for the group to count from 120, or whatever
number you prescribe.
3. One person begins by saying “1,” then another says “2,” until the group makes it to 20. If 2 people say a
number at the same time then the group must start over at 1. No one is assigned to a certain number and
there is no prescribed pattern. The goal is to get the group thinking as one so that they can get through the
entire exercise.
[Close]
Circle Walk
Materials: None
Process:
1. Ask the students to stand in a circle facing one direction and to start walking together.
2. As they walk, ask the students to soften the focus of their eyes so that they are aware of everyone in the group
even the person behind them.
3. Ask the students to work together to establish a rhythm so that they are walking in time with one another and
in the exact same way (e.g., same foot forward).
4. The students now need to work together and maintain awareness of the whole group to do the following
actions: speed up the pace, slow down the pace, stop, restart, jump at the same time, turn around and go in
the opposite direction.
5. It may take a long time before they are able to do these actions without being aware of who is initiating them
and who is following, but the purpose is to be so aware of the others that everyone does the movement at the
same time.
[Close]
Colombian Hypnosis
Materials: None

Process:
1. Have the group get in pairs, one being A and one being B.
2. A begins by holding her hand in front of B’s face, about 6 inches away.
3. A then begins moving her hand slowly and B must follow the hand with her face and body to follow, trying to
always keep the distance between their own face and partner’s hand at 6 inches.
4. A can switch hands if need be – if her arm is tired or to get around an obstacle. It is always important to be
safe and respect your partner’s abilities while still being challenging. This exercise will begin to move around
the room, so be sure to watch for others so as to not run into anyone.
5. Then have B lead, following the same steps and guidelines.
Variations:
If time permits, there are many wonderful variations in Boal’s Games for Actors and NonActors.
[Close]
Complete the Image
Materials: None
Process:
1. Begin by getting the class into a circle.
2. Two people volunteer to create a tableau in the middle of the circle. It does not have to pertain to anything or
mean anything, just two people creating an image together in the space.
3. Then another person from the circle steps in and taps one of the people in the tableau. The person that was
tapped steps back out into the circle and the new person assumes a new position creating a new image with
the person in the middle.
4. This continues with everyone in the circle participating by stepping in to the image at least once.
Variations:
This can be done with a theme as well, with all the images being created surrounding one certain topic.
Also, it can be done in groups of three or more.
[Close]
Knot
Materials: None

Process:
1. Depending on class size, ability, and maturity – split class into 2 or 3 groups, or stay as one larger group.
2. Each group forms a circle. Everyone holds out their right hand and grabs hold of another person’s right hand.
Then everyone holds out their left hand grabbing hold of a different person’s left hand. You cannot hold the
hands of the person on either side of you.
3. The goal is to unwind back into a circle without letting go of hands. It is okay to adjust the grip as you unknot.
The exercise is best when done silent, but sometimes talking is needed at the end if it is particularly difficult.
[Close]
Machine
Materials: None
Process:
1. One student starts in the middle of the room and begins a sound and a movement.
2. Then another student adds on with her own sound and movement.
3. Every student watches and listens and eventually adds on to the machine until everyone is a part of the
machine.
4. The teacher can then direct them to speed up, slow down, get louder, get softer, etc.
Variations:
The machine is a great exercise to do with specific topics or themes, e.g., a machine of happiness, anger,
Greek tragedy, Fosse dance style, prejudice.
[Close]
Martha Game
Materials: None
Process:
1. Ask students to stand in a circle.
2. One person runs into the center of the circle and forms a statue with her body and says whatever she is (e.g.,
“I am a tree”).
3. The next person immediately runs out and forms her body into a statue to add to the picture and announces
what she is (e.g., “I am a bench under the tree”).
4. Each person adds to the picture until the whole group is in the picture.
5. Start again.
Variations:
Make it a moving or talking picture.
[Close]
Move Around the Space
Materials: None
Process:
1. Have the students begin moving freely around the classroom or designated area.
2. As they continue to move around the space remind them that they are not interacting with anyone, they are
only worried about themselves.
3. Begin sidecoaching the students to move around the space in different ways.
4. For this exercise, use ideas like, “Move as if you were wearing a corset that is too tight,” “Every step is
extremely important,” “You are wearing very fancy clothes,” “You have never moved before (abstractly),” etc.
The idea is to get students moving in ways that may represent theatrical eras or genres.
5. When finished, have the students shake it out.
Variations
There are many variations; the one above is just one of them. You can use any theme or idea to direct the
students to move in a certain manner or techniques from Laban or Viewpoints.
[Close]
Pass the Pulse
Where we learned it: Middle school drama class
Materials: None
Process:
1. Have the group stand in a circle, hold hands with their neighbors and close their eyes.
2. One person, preferably the leader, but it could be a person designated by the leader, starts a pulse by
squeezing the hand of ONE of her neighbors.
3. Once that person feels the pulse, she squeezes the hand of her neighbor and so on and so on until the pulse
returns to the person that started it.
Variations:
Start multiple pulses in the same direction.
Start pulses in opposite directions.
[Close]
Shapes and numbers
Materials: None
Process:
1. Explain to the class that you will be calling out a number and the name of a shape. They are to, as a class,
form the shape with their bodies in the amount of the number called as the teacher counts to 15 (e.g., the
teacher calls out 3 triangles – the class must form three separate triangles).
2. There is to be no talking or pulling people around. Remember this is a safe environment.
3. Start out with an example and then begin the exercise simply.
4. As they get better, count only to ten or make the amount or shapes more difficult.
[Close]
Status
Materials: Deck of playing cards
Process:
1. The point of the game is to find out what card is stuck to your forehead.
2. Each student will place a card on her forehead facing outward.
3. Then the students walk around the room, interacting with one another as they would if the numbers on the
cards indicated level of popularity, social class, etc.
4. Ask the students to line up in order of what they think is on their cards (Twos are low, Aces high).
5. Discuss the exercise and its implications.
[Close]
Sun Salutation
Where we learned it: Yoga class at NU
Materials: None

Process:
1. Start in the prayer position.
2. Stretch both hands upwards.
3. Bend at the waist bring hands to the ground, make a flat back.
4. Lunge with left foot back and looking up.
5. Bring leg back up making an inverted ‘V’ (with butt in the air), scoop head then chest down to the ground and
up with legs on the ground and pushing up on arms.
6. Lunge again, bring leg up and stand bent at the waist with hands on ground.
7. Stretch arms together out and up to almost back bend, and then back to prayer position.
8. Each movement should be on an inhale or exhale, concentrate on your breathing. Do the movements twice
together, then everyone three times on their own.
[Close]
Trust Circle Fall
Materials: None
Process:
1. Have the students get into a circle, or depending on size, 2 circles. The circles need to be the right size so that
they can support someone standing in the middle.
2. One student stands in the middle of the circle, crosses her arms over her chest, closes her eyes and then falls
with her legs and waist staying straight.
3. The students in the circle always stand with their hands in front of them ready to support the person in the
middle and pass her around or back and forth in the circle.
4. This exercise needs to be gentle and somewhat slow so as to build the trust necessary.
5. Continue until all students who want to be in the middle have had a turn.
[Close]
[top]

Activities-Warmers. Drama Based Activities

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Activities-Warmers. Drama Based Activities

Uploaded by

Copyright:

Available Formats

Arts

You might also like