Planet Improv Educational Services, LLC & Planet Improv, Inc.

Planet Improv Educational Services, LLC is a for-profit business established in 2019 that uses applied improvisational theatre techniques to empower and educate students.

Planet Improv, Inc is a 501c3 nonprofit corporation established in 2006. Its’ mission statement is “Empowering people to

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2022 - Planet Improv Applied Improvisational Theatre Sessions Introduce Students to: Theatre; Performance; Creativity and Imagination Amongst The Building of Many, Many Other Real-World Skills

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Program Description

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We hear it all the time … “they’ve cut drama and arts classes at my child’s school.” It’s a sad, but true reality. Another reality is the fact that a theatrical curriculum fosters the skill and creativity of self-expression through a visual, auditory and kinesthetic experience. Eric Jensen in Arts with the Brain in Mind states that, “brain research has increasingly shown that the bodily-kinesthetic arts contribute to the development and enhancement of critical neurobiological systems including cognition, emotions, immune, circulatory, and perceptual motor. Kinesthetic arts deserve a strong, daily place in the curriculum of every K-12 student.” So, while it’s important to learn multiplication tables and the history of the Civil War, it is equally critical to learn self-expression and communication skills to become successful and productive adults. Chances are that children will have a better opportunity to learn how to communicate in an improv class rather than in Algebra or History. Taking improv classes provide a variety of benefits for kids, aside from feeding their inner performers. Planet offers applied improvisational theatre sessions to give kids the opportunity to learn while playing.

First, let’s talk about improv in general. Most people think of comedy, especially Whose Line Is It Anyway? or Saturday Night Live when they hear the word “improv,” which would be correct. However, comedy is only one byproduct of improv. The art and science (yes, science) of improv can be applied to so much more, especially general life skills. The reality is that everyone, especially children, improvises every day. Webster.com defines “improvise” as: “to compose, recite, play, or sing extemporaneously; to make, invent, or arrange offhand; to make or fabricate out of what is conveniently on hand.”

Learning improv helps to “re-train” the brain to actively listen, communicate verbally and non-verbally, be open to ideas, respond quickly in the moment, use imagination, collaborate, effectively use emotions, be more engaging, be flexible to change and be more hyperaware of what’s going on around us. All of these skills are necessary for effective interpersonal communication skills.

In the comedy world, improvisers are trained with skills to spontaneously create a script based on audience suggestions. They rely on fellow improvisers to collaborate ideas together, while making each other look good, for the purpose of pleasing the audience with the bonus of relishing in their abilities to deliver a memorable experience. And while they (and all of us) are born with these skills we tend to lose them because we don’t practice them the way we did as children. If you observe children, you will notice that they are the best improvisers with the best imaginations. They have an easier time letting go of inhibitions. They don’t censor themselves. They don’t worry about being judged for their off-the-wall ideas or imaginary friends. They truly have fun in the moment. However, all of this needs to be continuously supported and fostered in children.

At Planet Improv the most obvious outcome we observe in our students’ classes is the overnight improvement in confidence amongst all of the kids. One mother even said that her daughter gained confidence to try out for cheerleading just because of improv. Why, you wonder? Here are some reasons:

A “Safe” Space: We create a learning space that is free of judgment in which all students are supported, respected and encouraged by the whole group. In improv there are no wrong choices, only stronger or more effective ones. As a result of this, their confidence levels increase as does their abilities to solve problems and act on decisions. And they quickly learn that they are all in it together in class. Because they are part of group exercises, the spotlight is not on one particular child. The easiest way to succeed is through supporting and applauding each other in being uncomfortable with taking risks and possibly failing. And failure is okay. We learn through failure. How we handle failure is the bigger learning lesson. Once a child feels safe, he or she is more willing to participate and engage with the other students. This platform also supports an anti-bullying culture.

A Sensory Experience: Improv provides a multi-sensory experience. Students learn from the visual stimulation of observing how other students interpret and express emotions in specific improv exercises. Auditory learning also takes place through listening to the varying intonations inflections and emotions in other students’ voices during exercises. They also learn kinesthetically through physical movement in class. One of the key learning strategies in improv is “learning by doing”, meaning, “Don’t talk about building a bridge. Build the bridge.” Pantomime also provides kinesthetic learning opportunities, especially for children with motor skill difficulty. Through pantomime exercises they can learn how to tell a “story” without speaking and this is especially beneficial for kids who are self-conscious about speaking or who lack confidence in their verbal skills.

Spontaneity and Problem Solving: Guiding students through improv exercises allows them to think “outside of the box” by allowing them to use their imaginations to create whatever they want, knowing there is no judgment in their creations. When given the space to explore and heighten they will naturally feel free to solve problems in unconventional ways through trial by error. Again, there’s no wrong way in improv and there are always multiple ways to doing things.

If you’re looking for an opportunity for your students to improve their confidence, be less timid, improve communication skills, be supportive of others, think quickly and adapt to his or her environment (or situations), applied improv classes may be the answer you’ve been looking for. The ability to think in the moment through improv is a “real life” skill that is valuable for every child. Oh, and one more thing, they’ll have fun since improv offers an “anything goes” playtime experience. They’ll just happen to learn a few things while playing! We won’t tell them that they’re learning things, if you won’t.

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Booking / scheduling contact

Scott Pacitti

704-301-1564

scott@planetimprov.com

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Program Detail

Program type: Assembly/Performance, Professional Development, Residency, Virtual/Online Program, Workshop

Artistic Discipline: Storytelling, Theater

Cultural Origin: American

Subject: Theatre Arts

Population Served Grade 1, Grade 10, Grade 11, Grade 12, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8, Grade 9, Kindergarten, Pre-K, Teachers

Bilingual: No

Available dates:

We will work with you to find a convenient day, date, timeframe for your and your students.

Available times:

We will work with you to find a convenient day, date, timeframe for your and your students.

Max number of students: 30

Length of :Program 30-90

Space / technical requirements:

Can we stand up, sit down and move around a little?

Location(s):

We come to you.

Fees / Ticketing:

We will work with you and the amount of funding that you received so that you can get as many teaching artist experiences as possible.

EDUCATION STANDARDS

NC Standard Course of Study:

1.C.1 Use movement, voice, and writing to communicate ideas and feelings.

1 .C .1 .1 Use non-verbal expression to communicate movement elements, including size, weight, and rate .

1 .C .1 .2 Use creative drama techniques, such as storytelling or puppetry, to demonstrate vocal variety .

1 .C .1 .3 Understand that stories have a beginning, middle, and end .

1.C.2 Use performance to communicate ideas and feelings.

1 .C .2 .1 Use improvisation to communicate activities in a variety of situations . 1 .C .2 .2 Use dramatic play to perform stories while texts are read aloud .

2.C.1 Use movement, voice, and writing to communicate ideas and feelings.

2 .C .1 .1 Use non-verbal expression to communicate elements of characterization, including age and physicality .

2 .C .1 .2 Use vocal variety and animation to create distinct voices for characters . 2 .C .1 .3 Use dialogue to enhance the clarity of stories .

2.C.2 Use performance to communicate ideas and feelings.

2 .C .2 .1 Use improvisation to communicate problems and resolutions

3.C.1 Use movement, voice, and writing to communicate ideas and feelings.

3 .C .1 .1 Use non-verbal expression to communicate elements of characterization, including age and physicality .

3 .C .1 .2 Apply appropriate volume and variation in pitch, rate, and tone to express character . 3 .C .1 .3 Understand how to transform stories into written dialogue .

3.C.2 Use performance to communicate ideas and feelings.

3 .C .2 .1 Use improvisation to present a variety of simple stories or situations .

4.C.1 Use movement, voice, and writing to communicate ideas and feelings.

4 .C .1 .1 Use a variety of postures, gaits, and mannerisms to express character in the presentation of stories .

4 .C .1 .2 Apply appropriate vocal elements of volume, pitch, rate, tone, articulation, and vocal expression to various types of literature and storytelling .
4 .C .1 .3 Understand how to adapt sources, such as literature texts, poetry, and speeches, into scripts .

4.C.2 Use performance to communicate ideas and feelings.

4 .C .2 .1 Use improvisation to tell stories and express ideas .
4 .C .2 .2 Interpret multiple characters from stories through use of the body and voice .

5.C.1 Use movement, voice, and writing to communicate ideas and feelings.

5 .C .1 .1 Use a variety of postures, gaits, and mannerisms to express a variety of characters in the presentations of stories .

5 .C .1 .2 Apply appropriate vocal elements of volume, pitch, rate, tone, articulation, and vocal expression in various types of formal and informal presentations .
5 .C .1 .3 Construct original scripts using dialogue that communicates ideas and feelings .

5.C.2 Use performance to communicate ideas and feelings.

5 .C .2 .1 Use improvisation to create characters and solve problems .

6.C.1 Use movement, voice, and writing to communicate ideas and feelings.

6 .C .1 .1 Use physical movement and acting skills to express a variety of emotions to an audience .

6 .C .1 .2 Apply appropriate vocal elements of volume, pitch, rate, tone, articulation, and vocal expression .

6 .C .1 .3 Understand how to read and write scripts .

6.C.2 Use performance to communicate ideas and feelings.

6 .C .2 .1 Use improvisation and acting skills to role play various scenarios and given situations . 6 .C .2 .2 Interpret various selections of literature through formal and informal presentations .

7.C.1 Use movement, voice, and writing to communicate ideas and feelings.

7 .C .1 .1 Use physical movement and acting skills to express a variety of characters to an audience .

7 .C .1 .2 Apply appropriate vocal elements, such as pitch, volume, and projection, effectively in formal and informal presentations .

7 .C .1 .3 Use playwriting skills to communicate conflict, plot, and character .

7.C.2 Use performance to communicate ideas and feelings.

7 .C .2 .1 Use acting skills, such as observation, concentration, and characterization, to perform original scenes .

8.C.1 Use movement, voice, and writing to communicate ideas and feelings.

8 .C .1 .1 Use physical movement and acting skills to express stories to an audience .
8 .C .1 .2 Apply appropriate vocal elements, such as pitch, volume, and projection, effectively while portraying characters .
8 .C .1 .3 Create original works that communicate ideas and feelings .

8.C.2 Use performance to communicate ideas and feelings.

8 .C .2 .1 Use acting skills, such as observation, concentration, and characterization, to perform original, written scenes .

NC Essential Standards:

Strand: Communication

NCES.K.TA.C.1 – Use movement, voice, and writing to communicate ideas and feelings.

NCES.K.TA.C.1.1 – Use non-verbal expression to communicate movement elements.
NCES.K.TA.C.1.2 – Recognize how vocal variety is used to demonstrate feelings.
NCES.K.TA.C.2 – Use performance to communicate ideas and feelings.
- NCES.K.TA.C.2.1 – Use dramatic play to improvise stories and situations.
- NCES.1.TA.C.1.3 – Understand that stories have a beginning, middle, and end.
- NCES.1.TA.C.2.1 – Use improvisation to communicate activities in a variety of situations.
- NCES.2.TA.C.1.1 – Use non-verbal expression to communicate elements of characterization, including age and physicality.
- NCES.2.TA.C.1.2 – Use vocal variety and animation to create distinct voices for characters.
- NCES.2.TA.C.1.3 – Use dialogue to enhance the clarity of stories.
- NCES.3.TA.C.2 – Use performance to communicate ideas and feelings.
- - NCES.3.TA.C.2.1 – Use improvisation to present a variety of simple stories or situations.
  - NCES.3.TA.C.2.2 – Interpret stories from given texts by acting them out.
- NCES.4.TA.C.1.1 – Use a variety of postures, gaits, and mannerisms to express character in the presentation of stories.
- NCES.4.TA.C.1.2 – Apply appropriate vocal elements of volume, pitch, rate, tone, articulation, and vocal expression to various types of literature and storytelling.
- NCES.7.TA.C.1.2 – Apply appropriate vocal elements, such as pitch, volume, and projection, effectively in formal and informal presentations.
- NCES.7.TA.C.2.1 – Use acting skills, such as observation, concentration, and characterization, to perform original scenes.
- NCES.7.TA.C.2.2 – Interpret a character from literature through formal and informal presentations.
- - NCES.8.TA.C.2.1 – Use acting skills, such as observation, concentration, and characterization, to perform original, written scenes.
  - NCES.8.TA.C.2.2 – Interpret multiple characters from literature through formal and informal presentations.
- NCES.B.TA.C.2.1 – Use improvisation and acting skills, such as observation, concentration, and characterization in a variety of theatre exercises.
- NCES.I.TA.C.1.2 – Apply vocal elements of volume, pitch, rate, tone, articulation, and vocal expression appropriately to theatrical texts, such as monologues and scenes.
- NCES.P.TA.C.1.1 – Use non-verbal expression and physical self-awareness to communicate movement elements and characterization, including size, weight, and rate of movement.
- - - NCES.P.TA.C.1.2 – Apply vocal elements of volume, pitch, rate, tone, articulation, and vocal expression to develop characters.
    - NCES.P.TA.C.1.3 – Create original works, such as monologues, scenes, or performance pieces.
  - - NCES.P.TA.C.2.1 – Use improvisation and acting skills, such as observation, concentration, and characterization, to create extended scenes.
    - NCES.A.TA.C.1.1 – Use non-verbal expression and physical self-awareness to communicate movement elements and characterization, including differentiation between multiple characters.
    - NCES.A.TA.C.1.2 – Use voice to create character dialects.
    - NCES.A.TA.C.2.1 – Use improvisation and acting skills to perform for a formal audience using prompts provided by the audience.

Qualifications

Conducts educational programming for 2 or more years: Yes

Performs criminal background checks on staff with youth contact: Yes

Maintains general liability insurance (Individuals and organizations listed in this Directory can provide proof of insurance upon request. ASC does not hold copies of current documentation for providers): Yes

Three letters of recommendation / references available: Yes

Provides study guides for teachers and or students: Yes

Connects to State and or Common Core Curriculum Standards: Yes

Provides tools to assess student learning (workshops and residencies): Yes

Provides scholarship and reduced fees: Yes

Conducts ongoing assessments of program quality: Yes

VIDEOS

References

We have been working with CMS and ASC for over a decade and will be overjoyed to provide references upon demand.

Cancellation Policy

We will work with you to reschedule an already schedule session(s.)