My curriculum inspired by will hines

B

botto

New Member
#1
#1
I've got quite a big request: help me with my curriculum.

I started a sort of improv school, with level structure and all. Here in north germany improv is done and taught differently, however, I am interested in the chicago/new york approach. Therefore this message board as well as the podcast are of great help for me.

At the moment, I teach one level 1 and one level 2 class, and I teach a harold team, that I found at the beginning of this year. Things are going great.

However, I am still fumbling around with the curriculum. Since I've never been taught in an improv school with a level structure, I don't really know how others do it.

My newest plan is inspired by this Will Hines post: http://improvnonsense.tumblr.com/po...-ever-heard-anyone-discuss-an-improv-order-of

My current curriculum (with some core exercises) looks like this:

Level 1 - giving and accepting gifts, Yes and in all of its possible varitations:
Yes And in general (who, what where),
Yes And the relationship (status...,
Yes And the 'where' (scene painting...),
Yes And yourself (10 characters in a minute, use your own knowledge and experiences),
Yes And the scene (short intro to game),
Yes And in a group (ad game, tag outs...)

Level 2 - Get a feeling for the scene - from truth to game (german title is different)

Yes And revisited,
Truthfulness (serious scene,
Active Choices
Justifying
Game
(about 2 sessions for each topic)


As you can see, the plan is to just to use Will Hines "improv order of operations" for Level 2. What do you think about that?

I have some exercises, (I don't know how to call them...) It is also about putting a focus on that issue while sidecoaching at that point in the curriculum...
However, I am still in need for some exercises and a bit of clarity, especially for 'active choices'.

If any of you would comment on any of these things, that would be of great help to me...
 
lefty

lefty

unhinged
#3
#3
do you have the demand for students that would warrant having multiple levels? Levels are in one sense kinda bogus in that level 2 implies mastery of level 1 which isn't often the case, and then you get to the point were people are like "oh that's for level 1 but we don't have to do that now" and improv turns into a rationalization for not doing improv (responding to each other, building a scene in communion with each other yada yada yada). Teach 'em what they need to know in the moment you see that they need it. Worry about a curriculum when you are overwhelmed by the number of people you're juggling.
 
B

botto

New Member
#4
#4
At the moment it works out great because I teach improv classes at university, which many students want to do. Those classes count as level 1. Afterwards they can do level 2 at our organization (where we obviously also offer level 1 classes). I expect for two level 1 classes to be able to offer one level 2. and after having taught two level 2 classes, I will offer one level 3 class. Then I plan to do a continuous 3b class. And then there may be 1 or 2 additional harold teams...

I taught continuous classes for about two years and it was really frustrating, because we had to start from scratch every time someone joined the group. It's a totally different feeling to lead students from one thing to the next and let their skills develop together. My impression is that this is also more motivating for the students, which makes them want to do more and get better (and take more classes).

Having done the 2nd level 2 session, I can say that it worked out real fine (at least for this group), to teach them towards more grounded scenes and not trying to be funny (we have mainly worked on an exercise, where people should not do anything they could have done less funny. Otherwise they are buzzed out. taken from IRC podcast with Nate Starkey, Ed Herbstman and Porter Mason). Next week we'll continue with Reality Transaction Scene (Jimmy Carrane) amongst others... I'm looking forward to it a lot!!
 
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