Workshop Generator

Use this page as a quick and dirty workshop creator. Every time you reload this page, you’ll get:

  • 2 random Warm-ups
  • 2 random Exercises
  • 2 random Practice Games

This should give you a template for a fun workshop of 45 minutes to an hour.  This randomly generated template is a fun way to try out games and exercises you might not be used to.  This is, of course, no substitute for a well designed workshop put together to address the specific needs of your team, however this randomized template may open you up to skills or ideas you might not often address!


Also, for portability, bookmark this page on your mobile device so that you can generate workshops on the go!

Warm Ups


A joyful exploration of scene rules and games, and a nice Brain Fry exercise to boot. There are no winners and no losers here!


Students stand in a circle.

They are instructed to pass a “whoosh” around the circle, which travels through their fingertips and voices to the player to their left.

Once the whoosh has traveled around a few times, introduce the idea of “Whoa,” which is produced by holding up your hands to block a “Whoosh.” When someone says, “Whoa,” the “Whoosh” must switch directions and go the opposite way.

After the students adapt to this, further actions are as follows: Ramp, which is sent over the head of the next player, skipping that player and landing on the next one; Tunnel, which causes the next three players to turn sideways (creating a tunnel through their legs) and landing the next Whoosh four players over; Volcano, which causes all players to run to the middle and erupt outwards and back into the circle, continuing the Whoosh from the last position; Banished!, in which a player points to another and “banishes” him or her from the circle. The banished student then finds a new place in the circle. (Banished can also be used when a student misses a pass or fumbles.)

For more, see the Adaptations section below.


To mentally warm up; to make offers and “sell” them; to fail joyfully; to accept offers and to find the games within the game; to connect to your fellow players through a shared game experience.


This game is handy shorthand for the concept of “games” or “rules” that govern scenes. It helps to show that any game or rule can be acceptable within a scene if it is played and accepted to the fullest. The students get the most out of it when they accept that they can’t “win” the game, but they can revel in the playing of it. A great game for teaching the idea that, “There are no bad offers, just bad follow-ups.”


Once students have adapted to all the different types of rules, they can invent their own, which should be accepted by the rest of the circle and incorporated into regular game play. The student should “sell” the new rule, so that his/her fellow players can be sure to follow up.

Some previous rules which have been “sold” and added include: Baby Pig, in which the player lets a “baby pig” loose to run beneath the feet of all players in the circle, and back into its owner’s arms; Accent/Language/Character/Genre- based Whooshing/Whoa-ing (which is, of course, joyfully copied by the next player); Dance Breaks, and etc. The possibilities are essentially endless. Have fun with it!

Goalie aka Firing Line

A word association and disassociation game that puts individual players in the hot seat.


Students make a back line, with one student (the “Goalie”) standing facing them.

One by one, students “shoot” words and/or phrases at the Goalie. It’s the Goalie’s job to then fire a word back at the shooter that is associated with the first word.

Students continue to shoot words/phrases in rapid-fire succession at the Goalie, attempting to trip him/her up (to “score”). The challenge for the Goalie is to only associate with the word just shot at him or her, and not with an earlier word.

If the Goalie appears to have associated with an earlier word, or if he or she hesitates or stumbles, then the other players can shout, “Goal!!” Another student then becomes the Goalie.

Continue to play until five goals are scored.


To free the mind from notions of being clever or witty; to encourage a direct response to impulse; to put a player in the hot-seat to train his her performative impulses; to challenge and support fellow players.


Goalie is most fun when the Goalie is a team player—prepared, performative, positive and open to offers. This is why the game is sometimes used as “punishment” for players who have been habitually blocking, negative or resistant in rehearsal; it can serve as a wake-up call for the player in question and as a tension releaser for the group.


The whole game can be reversed in two ways: one, by challenging the Goalie to disassociate from all words; and two, by having one student toss words to the whole lineup of players. The game then becomes a “Red Rover” situation, where the lone player tries to trip up the line, at which point the at-fault player joins him or her on the other side. The game ends when the originally lone player has every other player on his or her side.



Mirroring is often one of the first exercises improvisers learn and also, unfortunately, one of the first they discard. Mirroring is a fabulous connection device to get teams members working together. As players become more advanced expand mirroring into more adventurous territory rather than abandoning it as a beginner’s game.


Partners stand facing each other . One player leads, the other mirrors (or imitates) the action simultaneously. Switch leaders upon moderator’s command without resetting physically.


To flex player’s ability to communicate through movement. To allow players to express impulses through movement.


Players who are leading should try to allow for impulses for the entire body, using levels and different speeds. Variety will allow for greater control and focus. There is no rule that states players have to be 2 feet from each other, nor is there a rule that states that the leader cannot, after a little warm-up, alternate speeds in order to create a better mental workout for their partner. Followers should always be one fraction of a step ahead in order to keep the movement simultaneous.


Follow the Follower: Players start by alternating leaders on the command of a moderator until the moderator calls out “Follow the Follower.” Each player, in fractionally anticipating the other players moves, will amplify their partners unconscious movement until the chain reaction creates fully extended movement. Mirror With Sound: Players can add sound when they feel they are ready. Sound should be as varied as the movement.

Yes, And

A fundamental exercise teaching improvisers how to properly accept offers and contribute to the scene.


Put the players in pairs. One student will start by making a statement such as, “We are going on a vacation.” The other will follow up by first saying, “Yes, and…” agreeing with the first statement and adding new information. “Yes, and we are spending a week in Paris.” The players will go back and forth making “Yes and” declarations until they reach a natural conclusion.


To show how simple and effective the concept of “Yes and” is in improvisation. To make a habit of always accepting with new information.


Encourage the students to respond to what was just said and expand on that idea, as opposed to listing a series of disconnected ideas. In the example above, the students might get into the trap of just listing activities they did in Paris, “Yes and we arrive at the Eiffel Tower.” “Yes and we eat fine cheese.” “Yes and we see Versailles.”

It is more effective to explore the first idea, “Yes and we arrive at the Eiffel Tower.” “Yes and we take the stairs all the way up.” “Yes and we can see the whole city.” It allows a story to reveal itself.

Also, encourage the students to physicalize the actions of the story and make statements in the present tense.


This game can also be played in a circle or in small groups.


Practice Games

Pick Up Stakes

A game that helps students incorporate stakes into their scenes.


Before the game, write or have the students write down many lines of dialogue that introduce stakes on slips of paper. These lines will often revolve around consequences. Some examples, “If we don’t eat soon I’m going to get hangry, and you won’t like me when I’m hangry!” “This is my last chance to win the lottery, once and for all!”

Once you have enough lines of dialogue, scatter them around the stage. Have some students begin a scene, after they have established a platform, have them choose slips at random and speak them as dialogue, justifying and incorporating the stakes into the scene.


To get students in the habit of stating their stakes clearly, and to make to stake important to the characters.


Remind students that while this game can be a lot of fun and great for exploring stakes, it is important in your scene work to keep stakes organic to the platform. In practice, your stakes should come from motivations that make sense to the characters and setting you’ve established.


Sit, Stand, Kneel, Lie


Four players begin a scene. One player must always be sitting, one standing, one lying down, and one kneeling. When a player changes position the player whose position they’ve adopted must justify their movement into a new position. No two players are allowed to be in the same position at once.


To improvise and justify within the rules of the game while creating a scene.


A great game for reminding players of the use of levels and to be observant of their team mates movement.