T.T431

Improvisational Writing and Performance

Improvisational Writing and Performance

The class will brainstorm a list of teen issues. The teacher will assign students to groups of three or four students. Each group will select an issue to use as the main conflict in an improvisation. Each group will then work together to complete the improvisation worksheet.

Then groups will practice their improvisations, using the outline and information on the worksheet to guide them. Revisions will be made to the worksheet. Next, groups will perform their improvisations for the class and be recorded. Students will then write reflections on their own work and the work of their classmates.

This item has not been field-tested by Michigan teachers.


These are analytic rubrics. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.

Teacher Scoring Rubric - Worksheet

  • Dimension
  • Score Worksheet Information

  • 1
  • 2
  • 3
  • 4
  • Worksheet is incomplete or much of the information provided is unclear or inaccurate.

    N/A at this time.
  • Worksheet is incomplete or lacks clarity or depth in several areas.

    N/A at this time.
  • Worksheet is complete but lacks clarity or depth in a few areas.

    N/A at this time.
  • Worksheet is complete and the Information provided shows clear and thoughtful insights.

    N/A at this time.

Teacher Scoring Rubric - Group Improvisational Scene

  • Dimension
  • Issue

  • Solution to Issue

  • Character

  • Facial Expression / Body Language

  • Voice

  • Ensemble

  • 1
  • 2
  • 3
  • 4
  • Issue is not apparent, and actors struggle to form a scene.

    N/A at this time.
  • Issue is elusive, and not all actors are committed to character objectives.

    N/A at this time.
  • Clear issue and objectives are evident, but one or more actors diverge on tangents.

    N/A at this time.
  • There is a clear issue with character objectives and all actors strive to accomplish goals.

    N/A at this time.
  • No solution to the issue is provided.

    N/A at this time.
  • The solution is unclear and impractical.

    N/A at this time.
  • The solution offered is either unclear or impractical.

    N/A at this time.
  • A clear and practical solution to the issue is provided.

    N/A at this time.
  • Two or more actors create clichéd characters without objectives or with objectives that are constantly shifting.

    N/A at this time.
  • One or more actors create a unique character type but show no commitment to the objectives or personae.

    N/A at this time.
  • One or more actors create cliché characters but stay committed to the objectives of the new personae.

    N/A at this time.
  • All actors create unique characters and stay committed to the objectives of the new personae.

    N/A at this time.
  • Students make little use of facial expressions, gestures, and body movement in improvisation.

    N/A at this time.
  • Students make some use of facial expressions, gestures, and body movement in improvisation.

    N/A at this time.
  • Students make good use of some facial expressions, gestures, and body movement in improvisation.

    N/A at this time.
  • Students make excellent use of facial expressions, gestures, and body movement throughout improvisation.

    N/A at this time.
  • Improvisation is not understandable due to unclear or low speech.

    N/A at this time.
  • Voice and language are not very clear; students could be much louder.

    N/A at this time.
  • Students speak clearly but it is difficult to understand some of the improvisation.

    N/A at this time.
  • Voices are loud and clear; words are easily understood.

    N/A at this time.
  • One or more students do not actively participate in the improvisation.

    N/A at this time.
  • All students participate, but one student dominates the scene.

    N/A at this time.
  • All students participate, but the improvisation is blocked occasionally due to students negating each other’s choices or failing to listen or react.

    N/A at this time.
  • All students work together. Students actively listen and respond to each other, and use the “yes and” approach to further the action and characterization.

    N/A at this time.

Teacher Scoring Rubric - Written Response

  • Dimension
  • Student Response

  • 1
  • 2
  • 3
  • 4
  • Most or all issues or solutions are not noted and/or are inaccurate.

    N/A at this time.
  • Several issues or solutions are not noted or are inaccurate.

    N/A at this time.
  • All issues and solutions are noted, but one or two are inaccurate.

    N/A at this time.
  • All issues and solutions are accurately noted.

    N/A at this time.

Teacher Scoring Rubric - Reflection

  • Dimension
  • Student Response

  • 1
  • 2
  • 3
  • 4
  • Neither prompt is answered.

    N/A at this time.
  • One prompt is not answered or both prompts are answered but both responses lack detail.

    N/A at this time.
  • Both prompts are answered, but one of the responses lacks details.

    N/A at this time.
  • Both prompts are answered with detailed responses.

    N/A at this time.
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