1. INVISIBLE THEATRE
Improvisation

2. ESSENTIAL QUESTIONS
How could you use an Invisible Theatre event as a teaching tool?
Where can Invisible Theatre occur?

3. WHAT IS IT?
Invisible Theatre is the art of creating theatre by allowing the spectator to get caught up in the illusion, which is actually reality. Amazingly the spectator is transformed, and becomes the protagonist in the action, a spect-actor, without ever being aware of it.
In order for Invisible Theatre to be successful, the chosen subject must be an issue of burning importance, something known to be of genuine concern for the future spect-actors.
It is performed in a place, which is not a theatre, and for an audience, which is not an audience.

4. HOW DID IT ORIGINATE?
Formed in the 1970’s as part of Augusto Boal’s Theater of the Oppressed, which focused on oppression and social issues.
Boal's techniques use theatre as means of promoting social and political change.
In the Theatre of the Oppressed, the audience becomes active, such that as "spect-actors" they explore, show, analyze and transform the reality in which they are living.

5. PURPOSE WHY DO IT? to inform the public about social injustices
to make a point publicly in much the same way as graffiti or a political demonstration
to help actors gain a sense of what a realistic reaction might be to a certain scenario

6. REQUIREMENTS SCENARIO: a basic plot outline or framework of the event.
Listed by actions (1st, 2nd, 3rd, etc)
Details problems and solutions to problems
SPECTATORS: person at the event by happenstance, watching or viewing the event
SPECT-ACTORS: a spectator who is drawn into the scenario without prior knowledge of the event

7. WHAT IT IS NOT!!!! It is NOT punking or joking Candid Camera Punk'd
Improv Everywhere
Free Hugs Campaign

8. INVISIBLE THEATRE IS…
all about showing oppression in everyday life, in an everyday setting, without the audience or Spect-actors  knowing.

9. WHAT WOULD YOU DO? DISCRIMINATION http://youtu.be/KdMWCL2u2MI
RACISIM
CHEATING
SEXUAL HARRASMENT
FAVORTISM
BULLIED
Anti-Semitism
PATRIOTISM

10. ASSIGNMENT PERFORMANCE PREPLANNING POST PERFORMANCE
Scenario Rough draft
Scenario Final draft
Discuss/plan with adult about event; plan a date, review
Gather necessary items; tape recorder, props, costumes, etc.
PERFORMANCE
Journal about the performance; could last from 1day – weeks
POST PERFORMANCE
Adult Evaluation
Student Evaluation
In Class presentation

11. PROJECT GUIDELINES
1. This is a school sponsored, class project, so you may not violate any school policy, or partake in anything which is illegal. Such action by anyone, anywhere, in the name of this project will result in serious discipline by our school or district.

12. PROJECT GUIDELINES
2. You may not do anything which will cause harm to others, be it physically or mentally. Any consequences the spect-actors may experience may not be so negative that it would cause severe anguish or personal tragedy.

13. PROJECT GUIDELINES
3. All topics and scenarios must be approved by Mrs. Voss and possibly the administration.
4. If at any time the parent, teacher or administrator (the adult contact) feels that the situation is getting out of
control, they may stop the event.

14. PROJECT GUIDELINES
5. The student will be given a “second chance” to perform the project for a different audience and location and
possibly a different adult contact.
6. Only if the student neglects to perform the project will he/she fail the project.

15. PROJECT GUIDELINES
7. If for some reason the student’s parent / guardian does not want the student to take part in this project, the student will be given an alternate project. 8. Due to the length of the entire project, NO late projects will be accepted.

16. PROJECT GUIDELINES
FAILURE TO MEET ANY OF THE ABOVE GUIDELINES WILL RESULT IN A LOWER GRADE AND POSSIBLY A ZERO ON THE ASSIGNMENT. NO EXCEPTIONS.

17. FORM #1 SCENARIO 50 pts
Name________________________________ Topic: ________________________________ Actors: ________________________________ Adult Name: __________________________ Adult Contact info: ____________________

18. FORM #1 SCENARIO 50 pts
ACTION #1 _____________________________________ Potential problems: __________________ Solutions: ____________________________

19. FORM #2 JOURNAL 50 pts
Explain what actually happened on the day of the performance. Record exactly what was said, who said it (NOT specific names) and what actions were taken.
DAY 1
Here’s what was SUPPOSE to happen:
Here’s what ACTUALLY happened:
Tomorrow I expect this to happen:

20. FORM #3 STUDENT EVALUATION 50 pts
EVALUATION QUESTIONS
Reflect honestly about the event which took place. Do you think this project was a success? Explain why.
What was the first thing that caused your spectators to become spect-actors?
If the activity did not allow for spect-actors, why?
What could you change so the activity would have been a success?
Why would you make those changes?
Also, evaluate yourself as an actor in this project as well as others who partook in the project.
Lastly, what is your overall feelings about Invisible Theatre. Did you enjoy the project? Do you think it is educational? Did you learn from the experience?
If it was a negative experience, did you still learn anything?

21. FORM #4 ADULT EVALUATION 100 pts
PREPARATION
discuss project prior to performance; its purpose and procedure
gave a letter of explanation of Invisible Theatre and scenario outline
which details the procedure, to the adult prior to the performance
ACTOR’S PERFORMANCE
maintained believability (never broke character)
good vocal / facial expressions
followed through on prepared actions within the scripted scenario
effective use of improvisational skills
PROJECT
well chosen issue; important and of genuine concern for spectators
spectators became spect-actors
THE ACTOR
responsible, reliable, & trustworthy (with this project) cooperative; worked well with others involved, including you - the adult

22. PROJECT EVALUATION 100 pts
well chosen issue; important and of genuine concern for spectators
approved rough draft and final typed scenario
turned in completed forms
adult evaluation
journal of recorded events
self and project evaluation
correctly followed the rules and guidelines set forth in the project
performance was successful; performed on time
issue was examined within the performance
spectators became spect-actors

23. SAMPLE TOPICS Favoritism Homophobia Racial slurs; Racism Dating abuse
Segregation
Student rights
Discrimination
Cheating
Depression
Disabilities
Stalking; Teen Harassment
Sexism
Eating disorders
Abortion
Theft
Teen Pregnancy
Abstinence
Interracial relationships
War effort / anti war effort
Student loyalties vs. teacher loyalties
Safe sex / teen pregnancy / abstinence
Stereotypes
Ageism
Respect