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Team Dynamics
Sound/Voice
Performance
Story Telling
Voice
Warm Up's
1 Clap round a circle
Rating: 4.50 (2 votes)
Group starts in a circle. Each person claps in turn passing it around the circle. The aim is to try and make it sound like one continuous clap around the group.
2 This is a....
Rating: 4.50 (4 votes)
For this example I have used the words I usually use which are tick and tock, however these words can be changed to anything. It is the basic principle that is important.
Group starts in a circle, the teacher hands an object (e.g. a pen) to the left. The teacher says ‘this is a tick’  the learner who receives the object must answer by saying ‘A what?’ The teacher replies again ‘A tick’.
3 Person to Person
Rating: 5.00 (4 votes)
Learners move freely around the space. The teacher will call out ‘person to person’ on this command the learners must find a partner, the teacher can then ask the groups to connect certain bodyparts e.g
4 Zip Zap Boing
Rating: 3.20 (5 votes)
Group starts in circle, one of the players points to another player to one side of them and says 'zip'. That player turns to the next player in the circle, points to them and says 'zip'. Thus the 'zip' is passed around the circle in one direction. At any time any player can say 'zap' to the person pointing at them.
5 Traffic Lights
Rating: 4.71 (7 votes)
An active physical warm up game, this game is so versatile I have seen endless variations adding and changing different rules, however the basic principle is that each of the colours of the traffic light are given respective rules.
‘GREEN’ - walk/run around the space.
Ice Breakers
Focus
1 Chief Ape
Rating: 4.27 (11 votes)

Have all players sit in a circle and then chose a person to be “it”. The “it” is to leave so that “it” cannot see or hear. Choose one person to be the chief and he will act out short movements. Examples are clapping hands
2 Obvious observing
Rating: 4.75 (4 votes)
Divide group into pairs and have them sit or stand facing each other. Then ask them to observe their partner focusing on details, clothing, jewelry and appearance, etc.
3 One Two Three
Rating: 4.00 (3 votes)
Divide group into pairs, have them sit facing each other. Start counting from one to three between the pairs consecutively, over and over until they grasp it comfortably. Now each time you or your partner says ‘two’ that
4 Count to 20
Rating: 4.75 (4 votes)
Group stand or sit in a circle facing in, focusing at the centre, trying not to make eye contact.  Group must count to 20, with only one person speaking at a time.
5 Mirrors
Rating: 4.83 (6 votes)
Divide group into pairs.  Partners face one another about a meter apart.  Learner A initiates movement, and Student B mirrors Student A’s actions. Stress co-operation, but make moves complex and fast enough to challenge your partner.
6 HA!
Rating: 4.80 (5 votes)
Learners spread out around room, standing with arms out, elbows bent, hands up.  One random person at any point must shout ‘HA!’ clap once and jump at the same time.
Energy
1 Fruit Salad
Rating: 4.09 (11 votes)
Learners start in a circle sat on chairs, with one student in the middle without a chair. Label the students as one of three fruits (e.g. apple,banana, orange).The learner in the middle calls the name of a fruit and
2 Anyone Who
Rating: 4.11 (9 votes)
Learners start in a circle sat on chairs. Teacher is in the middle and explains the rules of the game. Learners think of four things (e.g. anyone who had breakfast, anyone who likes dancing, and anyone who has a watch on, anyone who likes a particular TV programme).
Trust
1 Folow the hand
Rating: 2.75 (4 votes)
In pairs, ‘A’ holds the palm of the hand outwards a few inches away from ‘B’s face. Now A moves their
Team Work
1 Count to 20
Rating: 4.14 (7 votes)
Group stand or sit in a circle facing in, focusing at the centre, trying not to make eye contact.  Group must count to 20, with only one person speaking at a time.  The order must be random – anyone can say the next number.  If more than one person speaks at the same time then the count starts again at one, starting with a different person.
2 Find your place
Rating: 4.80 (5 votes)
Have Learners form lines in chronological order, based on a given set of criteria.  The set of criteria must require the learners to interact in order for them to find their place. (E.g. hand size, alphabetical order of names, month and date of birth.
3 clap round a cirle
Rating: 4.75 (4 votes)

Group starts in a circle. Each person claps in turn passing it around the circle. The aim is to try and make it sound like one continuous clap around the group.
Songs
Rhythm
Improvisation
1 Antiques Experts
Rating: 5.00 (3 votes)
Participants sit in a circle. The leader of the workshop takes any small, easily handled object in the room e.g. a pen, notebook, informing the participants that it is an extremely rare artifact, and that they must explain what it is, as antiques experts. They take it in turns
2 Anything but the item
Rating: 4.50 (2 votes)
Anything but the item, pupils take it in turn imagine another use for the prop except its actual purpose, by
3 Death in a minute
Rating: 2.25 (4 votes)
One minute death. Split up into groups of 4/5, and devise a one minute play where some one die’s at the end. It can
4 Freeze impro
Rating: 2.00 (5 votes)

Group starts in a circle, or can work in pairs. A person then enters circle and freezes in a dramatic pose. Another person must then decide what the pose suggests and begin a dialogue, person A must go along with the dialogue and action until the teacher calls ‘freeze’ person A then leaves the action and a different person must enter the action. 

5 Prop Impro
Rating: 4.50 (2 votes)

This game stimulates imagination by encouraging multiple answers for the same question.  You need a veriety of props.  Participants stand in a circle.  the leader shows the prop to the participants, saying ‘ what could this prop be?

6 Park Bench
Rating: 3.25 (4 votes)

The first player on-stage sits silently, displaying as much about their character as they can without verbalising it. The next player in makes a strong complimenting character choice. A complimenting character may be contrasting or supporting.

Listen & Respond
1 Park Bench
Rating: 3.75 (4 votes)
The first player on-stage sits silently, displaying as much about their character as they can without verbalising it. The next player in makes a strong complimenting character choice. A complimenting character
Subtext
Story Telling
1 Embarrassing moment
Rating: 3.50 (2 votes)
Split the class into groups of 4/5. Each come up with an embarrassing moment and tell it too each other, after this ask the group to choose one of the stories, one that is easier to remember and that the whole group can easily retell,
2 Group Stories
Rating: 2.50 (2 votes)
To finish split group up in pairs, number them a and b ask them both to tell a story then to pick one, then put a pair with another pair and they have to add the story together, add a four to a four and
3 Word at a time stories
Rating: 3.50 (2 votes)
Group starts in a circle. A story is then started by the teacher, once upon a time…..the story is then passes around the circle with each person adding one word to the story. The story should be spontaneous
4 The Mysterious Object
Rating: 5.00 (2 votes)

Activity, go round in a circle and tell a story about the origins of the object and how it came here.
Each person can add something different to the story, giving it more power or devaluing the power.
Discuss what they liked about this and why, how does it effect the story?

Mime
1 Accept - Change-pass
Rating: 4.75 (4 votes)
A learner takes an imaginary object from an imaginary box, uses it, then passes it on to the next learner, who
Tableaux
1 Complete the Image
Rating: 4.33 (3 votes)

Split group into pairs, or can do exercise as a whole group.

 Example; Two people shake hands. Freeze the image. Discuss the meaning of the image.

2 Human Sculptures
Rating: 4.67 (3 votes)
Working in pairs, learners will create a human statue. A will be the clay, starting as a ball on the floor, and B will be the sculptor.The sculptures don’t necessary have to touch the clay, but by placing a hand
3 Take Five
Rating: 4.75 (4 votes)
In pairs or in small groups, learners create a series of five frozen pictures that tell a story from a given
4 Frozen Picture
Rating: 2.50 (2 votes)
Learners perform a selected scene and at a critical point in the action or at the height of a dramatic moment, they are asked to ‘freeze’ creating a still image or tableaux. After a few moments, during which the audience
5 Basic Tableaux
Rating: 4.50 (2 votes)

Tableaux are essentially still images, they are an incredibly important tool used to structure and frame learners work, giving them a sense of space and dramatic action. They can be used in endless ways, but the principle is always
Character
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