Improvement Of Theory Research Articles

Expanding reader-response: tracing emergence, nested ontology, and affect across playful activities

ABSTRACT This article examines how youths and adults make meaning across three play-based contexts: digital roleplaying, cosplaying, and improvisational theatre. Thinking with reader-response theory and employing methods of nexus analysis, we examine how the latter three cases illuminate new ways of understanding and engaging with play-based texts. As a result, we forward three principles of play-based response that expand traditional notions of reading. Our findings support researchers and practitioners by offering new invitations to engage youth learning through play-based texts.

Interview with Papy aka Alain Degois: improvisational theater from low-income suburbs to the most prestigious national theater

This interview with Papy, aka Alain Degois, traces the evolution of improvisational theater in France from its 1980s introduction to its recent recognition by the Comédie-Française. Papy, a French improv pioneer, discusses the art form’s origins and growth, particularly through the Culture and Diversity Improv, an initiative which has expanded from four cities to 31, now involving 3,000 teenagers annually. Papy highlights improv’s dual nature as artistic expression and psychological tool, emphasizing its promotion of active listening, collaboration, and creativity. He explores improv’s societal impact, noting its ability to create unique communal experiences and challenge traditional theater norms. The conversation covers the milestone of improv performances at the Comédie-Française, signifying the discipline’s validation within France’s cultural ­establishment. Papy discusses ongoing collaborations between improv and traditional theater, predicting a future of increased hybridization.

Improvisational theatre as a viable path? Exploring interaction antecedents in public service innovation processes attempting to implement and sustain eHealth solutions

ABSTRACT This article aims to explore interaction antecedents in public sector innovation processes attempting to implement and sustain eHealth solutions through co-creative planning and extensive training. Whilst there is a growing body of literature on innovation antecedents, there is an incomplete understanding of interaction-related antecedents. Our multiple case study explores innovation processes with varying complexity and success in three healthcare organizations in Denmark and Norway. From a symbolic interactionist perspective, the results reveal that some interaction barriers are frontstage performance, idealization and audience segregation. Mediators and service specialists may overcome these barriers and enhance interaction between collaborating actors.

Uses of Cinematography and Theatre in Developing History Competencies. Proposals for Supporting Film-Making as Mainstream Teaching Strategy of Human Sciences

History lessons, in particular, and human sciences, in general, tend to be more appealing to students when film analysis or filmmaking and role play are regularly integrated in the teaching process. In the wake of the recent pandemic, which imposed remote learning, multimodal teaching strategies have gathered momentum due to their potential of increasing student creativity and insight into the topics under research, and of developing the formative goals of education. Expanding history lesson competencies, values and skills into an interdisciplinary approach to the humanities field by incorporating methods from cinematography and theatre is been proven to stimulate the authenticity of education, thus teaching sustainable citizenship. The article presents two examples on the use of film analysis and dramatization of source information as part of history lessons, which were applied successfully in the case of high school students. By aiming to implement multimodal digital methods of teaching, learning, and assessment at a systemic level, the article demonstrates that experimenting with and using the language and tools of filmmaking and improvisational theatre and dramatization has helped increase student intrinsic motivation to explore their potential vocation, has decreased absenteeism, has raised achievement levels, and enhanced the students’ overall understanding of life and wellbeing.

The flourishing classroom: lessons from improvisational theater

PurposeThis essay articulates the vision of a flourishing classroom, which arguably is the ultimate goal of a positive approach to management education. By demonstrating how improvisational theater is the epitome of a flourishing ensemble, this essay proposes that there are some lessons educators can glean from improvisational theater in order to achieve a flourishing classroom. The applications, benefits and challenges of applying improvisational theater in the classroom are also discussed.Design/methodology/approachThis essay articulates the vision of a flourishing classroom, which arguably is the ultimate goal of a positive approach to management education. By demonstrating how improvisational theater is the epitome of a flourishing ensemble, this essay proposes that there are some lessons educators can glean from improvisational theater in order to achieve a flourishing classroom. The applications, benefits and challenges of applying improvisational theater in the classroom are also discussed.FindingsImprovisational theatre can shed some light on teaching pedagogies within the classroom. Building trust in the classroom community, framing failure as learning opportunities, and promoting the improvisational mindset can enable students to learn better.Originality/valueThis essay articulates the vision of a flourishing management classroom, which arguably is the ultimate goal of a positive approach to management education. By demonstrating how improvisational theater is the epitome of a flourishing ensemble, this essay proposes that there are some lessons management educators can glean from improvisational theater in order to achieve a flourishing management classroom. The applications, benefits and challenges of applying improvisational theater in the classroom are also discussed.

New horizon in improving ageing with improvisational theatre.

Cognitive decline, mental health and mindset factors can all affect the autonomy and well-being of older adults. As the number of older adults across the globe increases, interventions to improve well-being are urgently needed. Improvisational theatre (improv) and improv-based interventions are well-suited to address this need. Studies have shown that participation in improv-based interventions has a positive impact on mental health indicators, including depressive symptoms, well-being and social connectedness, as well as cognitive skills such as attention and memory. In addition, improv-based interventions have been beneficial for people with dementia, improving positive affect, self-esteem and communication. In this article, we describe improvisational theatre, or improv, and the reasons it has emerged from a form of spontaneous theatre that involves playfulness and creativity to an important tool to effect behavioural change in individuals and groups. We then review the literature on the effects of improv in ageing populations, with a focus on social, emotional and cognitive functioning. Finally, we make recommendations on designing improv-based interventions so that future research, using rigorous quantitative methods, larger sample sizes and randomised controlled trials, can expand the use of improv in addressing important factors related to autonomy and well-being in older adults.

“Yes, and…”: Improvisational Theater (Improv) as a Novel Educational Tool in Interdisciplinary Palliative Care

“Yes, and…”: Improvisational Theater (Improv) as a Novel Educational Tool in Interdisciplinary Palliative Care

IMPROVing Spontaneity: Gestalt Therapy Perspective on Improvisational Theater as a Therapeutical Intervention

ABSTRACT This article outlines the theoretical background for improv-therapeutical processes and interventions found in the contemporary theory of the Gestalt therapeutic approach. Although there is a growing number of studies reporting on the potential of improvisational theater in psychological well-being and psychotherapy, few of them explore theoretical parallels with existing psychotherapeutic approaches. This article proposes that the roots and paradigms of improv theater and Gestalt therapy are epistemologically close and explore how concepts specific for relational Gestalt therapy—understanding of self as a process in the phenomenological intersubjective field, an aesthetic approach to mental health, and the notion of creative adjustment—could contribute to the understanding and empowering of the therapeutic processes found in improv theater. The theory proposes that nurturing creative and spontaneous processes in improv possibly contributes to the healthy functioning of the self and, therefore, enhances healthy contact with the environment.

Positive outcomes of implementing applied theatrical improvisation in communication trainings/ workshops for healthcare students in two European countries: a comparative study

IntroductionEffective communication has been shown to improve patients’ health outcomes. This study utilizes medical improvisation techniques to teach communication skills to different groups of health students (nurses, midwives, medical doctors, speech therapists).ObjectivesOur objective was to design and compare an interprofessional workshop that incorporates applied improvisation to train different groups of healthcare students in communication skills, resilience, dealing with failure and empathy. Medical improvisation is an innovative concept to prepare healthcare students to be more effective communicators.MethodsRequired medical improv workshops (using applied improvisational theater techniques) were held for first to third-year students in France and in Hungary. Workshop evaluations were obtained before and following the last session and at 3 months post-workshop for one cohort. The courses incorporated role plays, listening, storytelling and verbal/ nonverbal exercises to help students communicate with empathy and clarity. The two countries used the same questionnaires for assessment (Interpersonal Communication Questionnaire and Intolerance Uncertainty Scale)Results24 medical students participated in the Hungarian improvisation workshops, and 26 speech therapists students in the French improvisation workshops. In the finished Hungarian research over 90% of students rated the workshops as above average or excellent. Students reported a gain in insights regarding their role as a clinician (≥ 90%), an improvement in their ability to demonstrate effective communication (80–87%), and a positive impact on teamwork (91–93%). At 3 months post-workshop, students reported they had used at least 1 improvisation skill on their clinical wards. Both countries can claim promising results so far in their separate studies, our results comparing the French and Hungarian data using synchronized scales and questionnaires is currently in progress, and will be processed by the end of this year.ConclusionsThis study demonstrates that medical improvisation exercises can be scaled to different fields of healthcare students in various years of their studies and that using improv in healthcare education is universal in its short and long-term effects. Further, we found that students felt that it improved their communication. This study also provides new insights regarding specific improvisation exercises that are most useful for the clinical environment.Keywords: Improvisation. Medical improvisation. Applied Improvisation. Medical education. Communication. Uncertainty tolerance. Soft skills trainingDisclosure of InterestNone Declared

Theatre dialogues with machines

This article highlights artistic strategies that deal with algorithms, machines, and the interplay between humans and machines in the context of theatre. It is written from the perspective of a theatre practitioner and researcher, and focuses on the question of what artistic strategies can be used to express the interplay of humans and machines at this specific point in history and technological progress. The article draws on two historical references, the concept of a rule-based theatre in pre-modern theatre and strategies to address the android in the avant-garde movements of the early twentieth century. It identifies features of a ‘cyborg art’ and counterposes them to more traditional humanistic approaches, in order to identify modern artistic strategies in theatre, that deal with human–machine interaction. It then raises the question of whether these strategies need to be expanded or reinvented to accommodate the latest developments in AI, identifying three new qualities of concurrent machines, their ability to ‘hallucinate‘, their ‘softness’ and their implicit message ‘meaning is improbable‘. In the last section I will describe own approaches to stage artificial intelligence using improvisational theatre ‘Almost Human‘ (2019) and ‘The Answering Machine’ (ongoing) and address basic problems of how we can represent digital machines on a stage.

Good ideas for teaching: Design and implementation of the communication workshop "me as team member" for third-year medical students.

Effective communication within a medical team is crucial not only because it results in higher job satisfaction and better joint decision-making among team members, but also because, ultimately, it makes for high-quality, patient-centered care. Since the transition to the clinical phase of study poses a challenge for many medical students, the University of Lübeck introduced "Ich im Team" (me as team member), a German-language communication workshop for third-year medical students, in the 2020/21 winter semester. The workshop forms a basis for future collaboration and is meant to strengthen the interpersonal skills needed for working in teams, communicating with patients, and supporting a no-blame culture. This workshop, which incorporates elements of improvisational theater and coaching, was offered for the first time in 2020/21. Due to the positive evaluations, it has been a required component of the curriculum since the 2021/22 winter semester. The students have accepted the workshop very well, which is reflected in the excellent evaluations of it. Furthermore, a research study carried out during the first two times the workshop was conducted showed, among other things, directly positive effects on the ability to work in interprofessional teams and handle mistakes. The workshop offers students a solid point of entry into the clinical setting and an awareness of their own role on a given team. Covering the content in more depth and the possible inclusion of other study programs are being discussed.

The ‘role’ of improvisational theater in learning family therapy

Mastering family therapy is a core competence in the Brown child and adolescent psychiatry fellowship program. To acuminate our skills, in addition to working doing a half day per week of family therapy for the duration of our training, we have weekly family therapy seminars led by Dr. Michelle Rickerby. Most of the time, we spend the hour discussing one or two challenging cases among our class, and if there is time, allot the last 5 to 10 minutes of class to play out a particularly arduous interaction. However, once or twice a year, Dr. Rickerby invites improvisational “improv” actors from a local theater for an extended workshop on family therapy. I was fortunate that my case was chosen as a prompt for this year's workshop.

Applied improvisation and transdisciplinary simulation: a necessity for any health curriculum?

From practising a procedure, such as a lumbar puncture, to explaining the aim and method and listening to concerns, the practice of health professionals requires a range of skills, often classified into technical and non-technical skills. Just as gestures and procedures can be taught, so can empathy and communication skills. This article introduces an innovative approach that unites both necessary types of skills. The specific framework of improvisational theatre ("improv") has widespread application, including the training of health professionals (health training improv). By sharing close contexts and skills, health training improv provides a valuable, safe, and effective learning environment that allows practitioners to practice exercises and situations that align with particular objectives. We created a transdisciplinary team to develop a programme of Health Professional Training Improv (HPTI), bringing together the fields of health, psychology, simulation, and arts. Since 2019, various health student groups (nurses, midwives, medical doctors, and speech therapists) have participated in a 16-h applied improv training workshop under the supervision of a professional improv facilitator. Additionally, drama students completed applied improv for health courses, which trained them to act as simulated patients, with a view to the implementation of transdisciplinary improv simulation sessions at SimUSanté (a multidisciplinary health simulation facility located in France). Students' feedback emphasized their interest in HPTI, the realism of the simulation sessions, and the skills they felt had improved. This feedback needs to be supplemented with quantitative data from standardised assessments. The development of this rich pedagogical and research framework, based on a transdisciplinary approach, has brought different fields together to prepare students for real patient encounters. It is essential to continue this training and conduct research to evaluate the curricula developed.

"Just Join Them": Improv and Dementia Care.

Improvisational (improv) theatre skill development holds promise for improving the dementia capability of care partners. In this report, we present analysis of data from an ongoing study on meaningful engagement and quality of life among assisted living (AL) residents with dementia. Using ethnographic methods, we collected data from persons with dementia (n = 59) and their care partners (n = 165) in six diverse AL communities each studied for one year. Building cumulatively on past work and existing literature, we demonstrate the potential benefits of training care partners to use improv skills. We discuss implications, including the need for intervention research.

Student perspectives on improvisation as a tool for developing interactional competence: the case of Polish secondary students learning French

ABSTRACT Improvisational theatre activities can be used as a tool for developing interactional competence in a language classroom. The unpredictable nature of improvisation resembles authentic communication, as it requires topic negotiation, spontaneous reactions and cooperation. The present article examines the student perspective on improvisation, which helps gain a better understanding of how this teaching tool should be implemented in practice. The study reported here is part of an action study conducted with a group of Polish secondary students learning French who participated in improvisational activities in French over a period of three consecutive semesters. During group interviews at the end of the project, students were asked about their opinions on improvisation in a language classroom. Analysis shows students perceive improvisation as beneficial for their interactional competence, as it allows them to use the target language in life-like situations and enhances their perceived self-efficacy. Obstacles encountered by students are insufficient linguistic competences and stress related to public speaking. Students also provide valuable suggestions concerning the implementation of improvisation in a language classroom, which in their opinion should be introduced slowly, starting from ludic activities. They also consider the teacher's attitude an important factor in overcoming socio-affective obstacles to improvisation.

Innovation Programs Match Need With Speed in Hospital Rapid-Cycle Improvement Efforts.

The simple fact is that hospitals that do not innovate today may not be solvent tomorrow. Although not every hospital has a budget for a million-dollar innovation laboratory, a pop-up innovation lab can be set up for less than $1,000 with materials available at a local superstore. In 2014, Drs. Ibata and Olver visited leading innovation labs to identify best practices for curricula and materials. The site visits were funded by a grant to support the development of a rapid-cycle innovation training program. The lessons learned are shared here with sample agendas and material lists to set up a low-cost innovation lab. This article also describes half-day and full-day rapid-cycle innovation workshops. These workshops combine design thinking and the rapid-cycle plan-do-check-act improvement method with improvisational theater games to arrive at outside-the-box solutions to intractable healthcare delivery problems.

This Workshop WILL Be Improvised: How the Principles of Improvisational Theater Can Set Your Clinical and Educational Potential Free!

This Workshop WILL Be Improvised: How the Principles of Improvisational Theater Can Set Your Clinical and Educational Potential Free!

All on stage: Exploratory study of the use of improvisational theatre in nursing home

All on stage: Exploratory study of the use of improvisational theatre in nursing home

Improvisation Exercises Increase Negotiators' Divergent Thinking, and Sometimes their Negotiation Outcomes

ABSTRACTTwo studies investigated the effect of a short improvisation intervention (theatrical improvisation in Study 1, musical improvisation in Study 2) on negotiation processes and outcomes. The expectation was that an improvisation exercise, compared to a control condition in which participants engaged in jigsaw puzzling, would result in better negotiation agreements via higher levels of divergent thinking. Results showed that improvisation exercise increased participants' divergent thinking, compared to the control condition. The effects on negotiation processes and outcomes, however, only partly supported the predictions. In Study 2, improvisation exercise had an indirect influence on negotiation outcomes via divergent thinking, and in Study 1 improvisation exercise did influence divergent thinking but did not influence negotiation outcomes. So improvisation exercise increases divergent thinking, and sometimes this heightened divergent thinking results in higher negotiation outcomes.

Mind needs body! Practicing positive psychology in English language teaching

Positive emotions are recognised as important for successful foreign language learning. Learners develop a positive attitude towards a language, are motivated to learn, and experience enjoyment through regular, meaningful, and positive engagement. Little attention, however, has so far been paid to the links between Positive Psychology, one of the reasons for the growth of interest in emotions, and embodied cognition which advocates the importance of the body and positive sensations for successful learning. While methods such as Total Physical Response (TPR) can help to get learners moving in class, learning through drama seems to be particularly apt to facilitate embodied learning. Students physically engage with situations, characters, and feelings as they inhabit different spaces, often collaboratively. This paper first introduces embodied cognition. It then discusses the links between embodiment and Positive Psychology, taking Seligman's PERMA MODEL as a point of reference. Following this, it shows how embodied learning can be integrated in the English as a foreign language classroom by using techniques from improvisational theatre.