Toxic Emotions
     List some toxic emotions with the group - ex: apathy, angst, jealousy, anger, haate, envy, helplessness, etc.  Write the emotions on pieces of paper.  Ask the group to choose a line from a play they have been in or a line from a play they remember.  As the leader, choose one of the emotion papers and pass it to someone while saying the line and using the emotion - ‘as if’ you were jealous, angry, apathetic, etc.  The recipient of the paper can say their line using that same emotion or pick up another paper and use the emotion listed.
 

A Crazy Cake Walk
 Vocabulary
  Go  = walk forward
  Stop = stop
  Turn = make a 180 degree turn and stop in place
  Jump = do a 180 degree jump and stop in place
  Twizzle=do a 360 degree jump and stop in place
 The group will be walking in a circle.  The leader will begin calling out directions, varying order and speed.  When one participant makes a mistake, i.e. turns the wrong way, forgets to stop, etc., the leader takes their place and there is a new direction caller.

The Gauntlet
     The gauntlet requires the class to form two straight, equal lines about six feet across from each other.  These are the walls.  Two volunteers, one on each end, are blindfolded.  One individual is the hunter and the other the prey.  The hunter must touch the hunted before they reach the other side of the gauntlet.  The hunted tries to make it to the end of the gauntlet without being touched by the hunter.  This exercise defines clear objectives, explores different tactics, and challenger the students’ sensory skills.
 

Shrinks
     Before the class begins, write down different disorders (serious or absurd) or problems that someone might go to a psychologist for on little pieces of paper.  Have students draw slips of paper.  Split the class in half.  For the first round, group A will be the shrinks and group B will be patients.  For the second round, roles will be reversed.  The shrinks can ask the patients any questions, except What is you Disorder?, in order to guess what the person is suffering from.  If one of the shrinks guesses a patient’s disorder, the patient can join the shrinks and begin questioning the other patients.  Sample disorders:  claustrophobia, fear of bugs, nervous ticks, uses a color in every answer, etc.
 

                                                                                        
Bus Stop
     Split the class into two groups for simultaneous group improvs, or have one group be the audience and then switch with the other group.  Students improvise that they are at a bus stop waiting for the bus to arrive.  As each new passenger boards the bus, everyone on the bus adopts the attitude, personality, accent, movements, etc. of the new arrival until the bus is full.  Then begin randomly letting passengers off the bus remembering to adopt the mannerisms of the passenger that boarded before the exiting individual.

Black Magic
     There are two main characters in this activity - a conveyor and an interpreter.  TThe rest of the class acts as observers.  The interpreter leaves the room while the conveyor asks the class to pick an object in the room.  The interpreter is called back into the room.  The interpreter has to guess the object according to what the conveyor says.  The object of the game is for the observers to try and figure out how the conveyer and the interpreter are communicating with one another.  Observers must look for possible physical, numerical, vocal, etc., clues the conveyer might be expressing.  However, the actual process of communication is simple.  The object that the class picks is always called after the conveyer calls an object that is black.
Example:
    The interpreter leaves the room and the class points to a book on someone's desk.  The interpreter is called back into the room.
    Conveyor - Is it the window?                                 Interpreter - No.
    Conveyor - Is it that purse? (which is green)           Interpreter - No.
    Conveyor - Is it that folder?  (which is black)          Interpreter - No.
    Conveyor - Is it that book?                                    Interpreter - Yes!
    Conveyor - (to observers) If you think you know the answer, do not say it out loud.
Go outside with the interpreter while we pick a new object.  When you return, we will let you play first before the interpreter reveals the method.
 

Point, Nod, and Walk
    Have students stand in a circle so they can make eye contact with everyone.  Do not talk during this warm-up.  Point to someone.  When they acknowledge you with a nod, you may walk to their place.  The individual that nodded to you must point to someone else and receive a nod before they can move.  Adjust your pace so you get to the place after it has been vacated rather than while the individual that nodded to you is still there.  After the class feels comfortable, you can speed up the pace or give students the option of shaking their heads no instead of nodding.  Explain to students that they are working as an emsemble.  The object is to accomplish tasks together regardless of difficulty.
    Alternative: name cross - students must say the name of the person who's place they wish to occupy.

Movement Warm-up
    Play music during this warm-up.  Stand in a circle with enough space to move around.  Begin moving your arm, then your leg, your other leg, your other arm, your shoulders, ribs, hips, knees.  Start over - arm, leg, leg, arm, shoulders, ribs, hips, knees.  Repeat 3-4 times going faster each time.  Now ask students to put all their weight in their feet and walk around.  How does it feel to move?  Interact with each other.  Now shift your weight to your hips.  Does it change the way you walk or interact?  Now shift weight to your chest and interact.  Finally, find your own center of gravity.  Walk around, interact, and pay attention to how others carry themselves.

    
360 Degree Awareness
      Begin by stretching your arms up and then flop forward.  Become aware of your surroundings.   Look forward but adopt a 360 degree awarness.  Begin walking slowly.  Be aware of everyone around you and take care of each other.  When the leader claps, make a 90 degree or a 180 degree turn and resume walking.  The leader will change speeds by calling out numbers beginning with one and continuing on up to ten.  The leader may choose to freeze students at any particular time and have them comment on their surroundings while maintaing the same stance with eyes forward.

     This is the first donated warmup I have recieved.  Thanks to M.R. for sharing.

WHAT ARE YOU DOING?
    All the participants pair up.  Within each pair, one player(it doesn't matter who goes first) asks the other "(their name), What are you doing?" The second player responds
by naming whatever action comes to mind, from "I'm building Frankenstein" to "I'm dancing in a ballet" or whatever.  The first player then immediately starts performing whatever action the other player named, and while they are doing so, the second
player asks them, "____, what are you doing?" and enacts whatever action the other person names.  This goes very quickly, and once it gets started, both players should
always be doing something physically. Theoretically, this can go back and forth forever.
    One great way to get everybody started is to declare an action yourself that one
person in each group starts with, and the other will then begin the questioning.

                The two following warmups were generously donated by Carin Link.  Kudos to you Carin :)

ZING ZANG
    Entire group stands in a circle.  Leader instructs the studetents that this is an exercise to practice focus and eye contact.  One person begins by clapping their hands toward someone else in the circle saying "zing!".
That person then passes the clap on to someone else by saying "zang!".Continue this until everyone has been zinged or zanged. Coaching hints: always keep the eye contact.  be very sharp with your clapping motions towards other players. Advanced playing rules: Cut out the vocal "Zing" and "Zang" and use only your eyes to pass the focus.

PASS THE FACE

(This works very well in green room before a performance.  It encourages players to let go of fears and to raise their energy.)
    Entire group stands in a circle.  While holding hands, the leader begins by turning to her/his left and passing a goofy face.  Each person passes a different face.  They shouldn't copy the face of the person before them.
Playing options: instead of passing goofy faces, pass emotional faces.

              This next warmup was graciously donated by Vince Brosnan.  Thank you Vince!
1.Split groups into A or B
2.A holds out right hand palm upwards.B gently rests left hand palm down on A's upraised hand.
3.Now A gently guides B around studio/room with the gentlest of hand contact/pressure.There will probably be another 10 pairs so subtlety is required.Insist that students do not  walk in a simple circle.
4.When trust is established.Ask B's to close their eyes and then to try the exercise again.
5.Allow 4 to continue for a few minutes.Now ask them to begin to follow you in a circle.B's still have eyes closed.
6.Walk briskly.When all walking briskly ask them to jog.When jogging ask them to canter.When cantering ask them to run.When running ask them to really run fast.
The teachers /director's voice is critical at this point.I tend to build up the pace and pressure by building up volume and intensity of my delivery of instructions.
The sensation of running full-pelt with your eyes closed is extraordinary and a true test of trust.Students are normally as high as kites when they are finished and might need some focusing before moving onto the next exercise or drama work.Obviously, you need to let the A's try the exercise and although they know it's coming its effect is still the same and you can often you it as a means of introducing humour.
There are clearly one or two health and safety implications with this exercise which need to be taken into account but a little danger in theatre as in life can help to keep the adrenalin flowing.

               The following warmup was generously donated by Amanda Reed
The Clap Game

     Group gets on all fours in a circle. They place their left hand over the right hand of the person on their right and right under left of person to right. Chose a leader. The leader starts off with one clap on either right or left
 hand. One clap on ground means the clap goes clockwise in the circle. Two claps on ground means the clap goes back to the person before. If you miss the clap, take to long or mees up the sequence you are out of the game. It keeps going till there is a winner.

                This next game was sent in by Terri Bateman  Chattanooga, TN   Drama teacher
Emotion Game
 Get a Jello box. Turn it over to the back. Follow directions as to how it is made.
 Have students read the directions according to the 'emotion' that they have drawn[which had been
 prepared by the teacher before class]. Example - anger, fear, happy, confused, ect.
 
More Theatre Games

Drill Sentences

Solo Improvisations

Group Improvisations

Improvisation Scenarios

Emotional Intelligence Role Play

The Workhouse: Performance Piece