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 resilience in students through creativity.”
Planet Improv Educational Services, LLC & Planet Improv, Inc. have collaborated with and continue to collaborate with: the Charlotte Mecklenburg School (CMS) District, CMS’s After School Enrichment Program (ASEP;) The CMS Summer Camp Program; The CMS Project L.I.F.T. Program; The Blumenthal Performing Arts Center; St. Patrick’s Elementary School; Charlotte Country Day School; The YMCA/Anne Springs Close Greenway (Fort Mill, SC;) The Cornelius Parks, Arts, Recreation and Culture Department (PARC) and The City of Charlotte amongst many other educational organizations.
We used applied improvisation techniques to give students practice in:
scott@planetimprov.com
http://www.planetimprov.org
2901 Heathstead Place, Unit J, Charlotte, NC 28210
Mecklenburg
704 301-1564
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.
Scott Pacitti
704-301-1564
scott@planetimprov.com
We will work with you to find a convenient day, date, timeframe for your and your students.
We will work with you to find a convenient day, date, timeframe for your and your students.
Can we stand up, sit down and move around a little?
We come to you.
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.
ARTS EDUCATION – NC STANDARD COURSE OF STUDY (KINDERGARTEN THROUGH 12TH GRADE)
KINDERGARTEN
COMMUNICATION
K.C.1 Use movement, voice, and writing to communicate ideas and feelings.
K .C .1 .1 Use non-verbal expression to communicate movement elements . K .C .1 .2 Recognize how vocal variety is used to demonstrate feelings . K .C .1 .3 Use drawing (pre-writing) to communicate the main idea of stories .
K.C.2 Use performance to communicate ideas and feelings.
K .C .2 .1 Use dramatic play to improvise stories and situations . K .C .2 .2 Use dramatic play to re-enact stories from texts read aloud .
ANALYSIS
K.A.1 Analyze literary texts and performances.
K .A .1 .1 Recall the basic parts of a story, such as characters, setting, and events .
K .A .1 .2 Analyze events in relationship to the setting where they take place in formal and informal productions .
CULTURE
K.CU.2 Understand the traditions, roles, and conventions of theatre as an art form.
K .CU .2 .1 Understand how to attend to others when they are sharing . K .CU .2 .2 Recognize the role of the director or acting coach .
1ST GRADE
COMMUNICATION
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 .
ANALYSIS
1.A.1 Analyze literary texts and performances.
1 .A .1 .1 Analyze texts in terms of the relationships among characters, setting, and events .
1 .A .1 .2 Explain qualities of characters and sequence of events in formal and informal productions .
CULTURE
1.CU.1 Analyze theatre in terms of the social, historical, and cultural contexts in which it was created.
1 .CU .1 .1 Recognize how theatre is used in customs and traditions of various cultures .
1 .CU .1 .2 Compare the impact of different media, such as theatre, film, the Internet, and television, on family life .
1.CU.2 Understand the traditions, roles, and conventions of theatre as an art form.
1 .CU .2 .1 Understand how to use appropriate behavior as an audience member . 1 .CU .2 .2 Use appropriate responses to the director or acting coach .
2ND GRADE
COMMUNICATION
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 . 2 .C .2 .2 Interpret stories from previously-read texts by acting them out .
ANALYSIS
2.A.1 Analyze literary texts and performances.
2 .A .1 .1 Distinguish the setting, characters, sequence of events, main idea, problem, and solution for a variety of stories .
2 .A .1 .2 Analyze the relationships between events, characters, and settings .
CULTURE
2.CU.1 Analyze theatre in terms of the social, historical, and cultural contexts in which it was created.
2 .CU .1 .1 Exemplify theatrical works representing the heritage, customs, and traditions of various cultures .
2 .CU .1 .2 Explain the impact of media, such as theatre, film, the Internet, and television, on family life .
2.CU.2 Understand the traditions, roles, and conventions of theatre as an art form.
2 .CU .2 .1 Illustrate how to share focus with others in a group setting . 2 .CU .2 .2 Summarize the role of the director or acting coach .
3RD GRADE
COMMUNICATION
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 . 3 .C .2 .2 Interpret stories from given texts by acting them out .
ANALYSIS
3.A.1 Analyze literary texts and performances.
3 .A .1 .1 Differentiate specific character traits in texts or scripts .
3 .A .1 .2 Evaluate informal or formal theatre productions in terms of the emotions or thoughts they evoke .
CULTURE
3.CU.1 Analyze theatre in terms of the social, historical, and cultural contexts in which it was created.
3 .CU .1 .1 Exemplify how theatre arts are used by various groups for artistic expression within the local community
3 .CU .1 .2 Explain how theatre, film, and television impact our society .
3.CU.2 Understand the traditions, roles, and conventions of theatre as an art form.
3 .CU .2 .1 Illustrate theatre etiquette appropriate to the performance situation .
3 .CU .2 .2 Understand the role of the actor in relation to performance responsibilities, such as memorization, blocking, and characterization .
4TH GRADE
COMMUNICATION
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.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 .
ANALYSIS
4.A.1 Analyze literary texts and performances.
4 .A .1 .1 Analyzetextsorscriptsintermsofspecificcharactertraitsandrelationshipsamongthem .
4 .A .1 .2 Critique choices made about characters, settings, and events as seen, or portrayed in, formal and informal productions .
CULTURE
4.CU.1 Analyze theatre in terms of the social, historical, and cultural contexts in which it was created.
4 .CU .1 .1 Understand how theatre arts have affected, and are reflected in, the culture, traditions, and history of North Carolina .
4 .CU .1 .2 Create theatrical works that exemplify aspects of the culture, beliefs, and history of North Carolina .
4.CU.2 Understand the traditions, roles, and conventions of theatre as an art form.
4 .CU .2 .1 Use critiques to improve performances .
4 .CU .2 .2 Understand the role of the playwright in relation to script construction techniques, such as dialogue, protagonist, and antagonist .
5TH GRADE
COMMUNICATION
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.2 Use performance to communicate ideas and feelings.
5 .C .2 .1 Use improvisation to create characters and solve problems .
5 .C .2 .2 Interpret various characters from different genres of given texts through the use of the body and voice .
ANALYSIS
5.A.1 Analyze literary texts and performances.
5 .A .1 .1 Analyze texts or scripts in terms of setting, characters, sequence of events, main idea, problem, solution, and their interrelationships .
5 .A .1 .2 Evaluatehowintendedmeaningsareconveyedthroughformalandinformalproductions .
CULTURE
5.CU.1 Analyze theatre in terms of the social, historical, and cultural contexts in which it was created.
5 .CU .1 .1 Understand how theatre arts have affected, and are reflected in, the culture, traditions, and history of the United States .
5 .CU .1 .2 Create theatrical works that exemplify aspects of the culture, beliefs, and history of the United States .
5.CU.2 Understand the traditions, roles, and conventions of theatre as an art form.
5 .CU .2 .1 Use strategies to critique self and others in a respectful and constructive manner .
5 .CU .2 .2 Understand the role of the director in relation to staging techniques, such as cheating out, blocking, and levels .
6TH GRADE
COMMUNICATION
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 .
ANALYSIS
6.A.1 Analyze literary texts and performances.
6 .A .1 .1 Analyze plays in terms of theme, characters, conflict, and their interrelationships .
6 .A .1 .2 Analyze informal or formal theatre productions in terms of the emotions or thoughts they evoke, characters, settings, and events .
CULTURE
6.CU.1 Analyze theatre in terms of the social, historical, and cultural contexts in which it was created.
6 .CU .1 .1 Understand theatre arts in relationship to the geography, history, and culture of world civilizations and societies from the beginning of human society to the emergence of the First Global Age (1450) .
6 .CU .1 .2 CreatetheatricalworksthatexemplifythestyleandcultureofEuropeandSouthAmerica .
6.CU.2 Understand the traditions, roles, and conventions of theatre as an art form.
6 .CU .2 .1 Summarize the rules and purpose of audience etiquette .
6 .CU .2 .2 Understand the roles of actors and directors in creating performances .
7TH GRADE
COMMUNICATION
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 .
7 .C .2 .2 Interpret a character from literature through formal and informal presentations .
ANALYSIS
7.A.1 Analyze literary texts and performances.
7 .A .1 .1 Analyze plays in terms of theme, characters, conflict, and dialogue . 7 .A .1 .2 Analyze styles of informal and formal theatre productions .
CULTURE
7.CU.1 Analyzetheatreintermsofthesocial,historical,andculturalcontextsinwhichitwas created.
7 .CU .1 .1 Understand theatre arts in relationship to the geography, history, and culture of modern societies from the emergence of the First Global Age (1450) to the present .
7 .CU .1 .2 Create theatrical works that exemplify the style and culture of Africa, Asia, and Australia .
7.CU.2 Understand the traditions, roles, and conventions of theatre as an art form.
7 .CU .2 .1 Compare the rules and expectations of audience etiquette for different venues . 7 .CU .2 .2 Understand the role of the playwright in relation to scripting theatre .
8TH GRADE
COMMUNICATION
8.C.1 Use movement, voice, and writing to communicate ideas and feelings.
8.C.2 Use performance to communicate ideas and feelings.
ANALYSIS
8.A.1 Analyze literary texts and performances.
CULTURE
8.CU.1 Analyze theatre in terms of the social, historical, and cultural contexts in which it was created.
8 .CU .1 .1 Understand the role of theatre arts in North Carolina and the United States in relation to history and geography .
8 .CU .1 .2 Create theatrical works that exemplify the style and culture of North Carolina, the United States and/or North America .
8.CU.2 Understand the traditions, roles, and conventions of theatre as an art form.
8 .CU .2 .1 Use appropriate theatre etiquette as a participant in informal and formal theatre . 8 .CU .2 .2 Understand the roles of technical theatre in relation to theatrical productions .
***BEGINNING INTERMEDIATE HIGH SCHOOL PROFICIENT THEATRE ARTS***SEE STANDARDS AT LINK BELOW***
https://www.dpi.nc.gov/documents/cte/curriculum/healthfulliving/new-standards/arts/theatre/essential-standards-theatre-9/open
We will work with you to reschedule an already schedule session(s.)