OTC improv has been one of the top vendors for ASEP since its partnership started more than 10 years ago.  The OTC program had evolved along with the Essential Standards to emphasize more and more how Movement, Voice, and both Verbal and Non-Verbal Communication can help students in both a fun and informative way.  We do this through active games and an informal Q & A with the kids and teachers.  The quality of the OTC course can be seen in its growth in the community as well.  OTC improv classes for adults and children are so popular that a waiting list is the norm whenever a workshop is held.  OTC improv shows are conducted at the Fort Mill Community playhouse and are always sold out.  In fact, more than 3,500 people attended their shows last year.

Arts Education  (Theatre Arts):

Note on Numbering/Strands:

C – Communication, A – Analysis, AE – Aesthetics, CU – Culture

Here are examples of a few games covered which are in line with the essential standards include:

Mirror in the circle  (1.C.1.1; 2.C.1.1; 3.C.1.1;  4.C.1.1;  5.C.1.1)  The Mirror game allows all the students to participate at the same time and use non-verbal and movement skills to communicate.  First, we get into a large circle and I show them how to be a mirror. Basically, all the kids repeat my movements in unison. The kids are thrilled to imitate funny gestures and quirky faces. Once the kids are comfortable with this game, I select students to go out of the room and when they come back in all of us will be imitating each other and they must observe us and decide which ONE student is actually leading the mirror game.

Taxicab  (1.C.2.1;  2.C.2.1; 3.C.2.1;  4.C.2.1;  5.C.2.1) We have the kids pretend they are talking pets or characters and play a fun game called taxicab. This game emphasizes communicating ideas and feelings in a performance. The kids use movements and voice as an animal, an old man, etc, to get their point across to the group on stage.

Dubbing Game   Two students come on “stage” and a teacher and I talk for the students. They move their mouths really wide to exaggerate what is being said. The students must listen closely to our dialogue because they will handle all the nonverbal communication skills too. The students will also use mime if the dialogue calls for it. Most importantly, a voice is created for the student and their unique interpretation of that voice helps them create their own personal character. It’s an absolutely hilarious game and extremely successful all the time. At the end of each scene we always give constructive criticism to the children. And I usually have two teachers play this game as well so the kids can watch their teachers in action.

Essential Standard  :  Use movement, voice, and writing to communicate ideas and feelings. (1.C.1;  2.C.1;  3.C.1;

4.C.1;  5.C.1)

We use three types of games to demonstrate the difference between whole body movement and isolation of body parts (1.C.1.1; 2.C.1.1; 3.C.1.1;  4.C.1.1;  5.C.1.1).

Essential Standard  :  Use performance to communicate ideas and feelings. (1.C.2;  2.C.2;  3.C.2;

4.C.2;  5.C.2)

We use six types of games to demonstrate how students need to learn to adjust to the situation (game) at hand and still have a great time and communicate in an effective way. (1.C.2.1;  2.C.2.1; 3.C.2.1;  4.C.2.1;  5.C.2.1)