Improvisation for Teachers (Naphtaly Shem-Tov 2015)

This topic is based on Naphtaly Shem-Tov (2015) Improvisation is the heart of creativity, Research in Drama Education: The Journal of Applied Theatre and Performance, 20:3, 306-309, DOI: 10.1080/13569783.2015.1060849

Naphtaly Shem-Tov (2015). Improvisation is the heart of creativity.

Notes

Summary and Key Learning Points for Teachers from “Improvisation is the Heart of Creativity”

Main Concepts:

1. Improvisation as a Metaphor for Teaching:
– Improvisation is not just an acting technique but a critical teaching strategy.
– Good teaching involves a balance between well-planned lessons and spontaneous classroom interactions.

2. Preparation and Flexibility:
– Effective teaching requires thorough preparation.
– Teachers should feel confident to deviate from their plans to adapt to real-time classroom dynamics.

3. Creativity in Education:
– Creativity is crucial in education, helping students navigate an uncertain future.
– Teaching creativity involves encouraging risk-taking, dealing with uncertainty, and embracing unexpected learning opportunities.

4. Improvisational Pedagogy:
– Combines planned curricula with spontaneous, intuitive classroom activities.
– Encourages a dynamic interplay between structured teaching and adaptive responses to student interactions.

5. Creativity as an Educational Goal:
– Creativity should be considered as essential as literacy.
– It equips students with the skills to think critically and adapt to changing circumstances.

Practical Implications for Teachers:

1. Balance Between Structure and Improvisation:
– Plan lessons meticulously but be prepared to modify them based on student needs and classroom occurrences.
– Use improvisation to make teaching more engaging and responsive.

2. Encourage Student Creativity:
– Create an environment where students feel safe to experiment and take risks.
– Incorporate activities that promote divergent thinking, originality, and problem-solving.

3. Developing Creative Abilities:
– Incorporate drama and improvisational exercises to foster creativity.
– Teach students to embrace uncertainty and view challenges as opportunities for creative solutions.

4. Overcoming Blocks to Creativity:
– Recognize and remove obstacles that inhibit spontaneous and creative thinking.
– Foster a classroom culture that values open-mindedness and the ‘yes-and’ principle.

5. Long-Term Educational Outcomes:
– Focus on both the creative process and the creative product.
– Prepare students to deal with future uncertainties by nurturing their creative potential now.

Theoretical Foundations:

– Csikszentmihalyi’s Creativity Theory:
– Creativity involves a complex interplay between various cognitive abilities and situational factors.
– Effective creative individuals balance opposing traits like playfulness and discipline, or imagination and realism.

– Ken Robinson’s Educational Philosophy:
– Critiques the traditional education system for stifling creativity.
– Advocates for creativity to be as fundamental as literacy in preparing students for the future.

– Improvisational Techniques in Teaching:
– Techniques like ‘accept-add’ or ‘yes-and’ are central to improvisational pedagogy.
– These techniques help maintain classroom engagement and foster a supportive learning environment.

Conclusion:

Teaching should be seen as an improvisational art where preparation meets adaptability. By incorporating improvisation into teaching practices, educators can foster a more creative, responsive, and effective learning environment that prepares students for the complexities of the future. Emphasizing creativity alongside traditional educational goals is essential for developing well-rounded, adaptable, and innovative thinkers.

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