Improvisation in the Lecture Classroom
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The document discusses developing a personal approach to classroom improvisation, defining improvisation as spontaneous communication and exploring various techniques and tools to enhance learning. It emphasizes the importance of focus, attention, and adaptation to different learning styles through exercises and exercises. The document also encourages educators to find their own methods and provides a framework for navigating classroom dynamics.
Improvisation in the Lecture Classroom
- 1. Traversing the terrain: Developing a personal approach to classroom improvisation
- 2. Disclaimer:
- 3. Improvisation is:“the spontaneous selection and combination of pieces of information to create a unique and effective communication”
- 6. Model: A map of the terrain
- 7. Orienteering:“a family of sports that requires navigational skills using a map and compass to navigate from point to point in diverse and usually unfamiliar terrain”
- 8. Recognition: strictures & expectations
- 9. Goal: focus, flow, attention, energy
- 10. Ethos: the zone
- 13. Learning styles
- 16. detail
- 17. wide-angle” & “zoomed-in” perspectives
- 19. Tools:prompts
- 20. mnemonics
- 21. timelines
- 22. keywords
- 23. checklists
- 24. verbal formulae
- 25. vocabulary
- 26. physical cues
- 27. weaning from the linear narrativeSources:rhetoric
- 28. models
- 29. verbal poetry
- 30. comedy
- 31. theater
- 35. Experiment
- 36. Drill
- 37. Synthesis
- 38. Refinement
- 39. RepetitionI. Mapping exerciseword-associationmovementgraphic representation
- 40. II. Connotative exercisetopic“student” responsesadjectival & connotative call-and-response
- 41. Disclaimer:Find your OWN way.
Editor's Notes
- #4: hence, improvisation is an absolutely ubiquitous, essential, fundamental for human interaction
- #5: What is it not: “intuitive”; “instinctive”; “a talent”; “innate”
- #6: Conventional definitions of “improvisation” tend to reference theatrical or musical improvisation, yet every conversation is actually an improvisation; hence, we all have thousands of hours of practice at this
- #7: not a linear progression or narrative, but rather the mutual, collaborative mapping of a terrain: recognizing its landmarks and their relationship to one another, demonstrating connections and orientations, providing students the opportunity to practice mapping and navigating that terrain
- #8: The outdoor sport of orienteering: “a family of sports that requires navigational skills using a map and compass to navigate from point to point in diverse and usually unfamiliar terrain”
- #9: almost all improvisation occurs within strictures and according to received/internalized expectations. In improvisation, strictures and expectations are useful guides.
- #10: In the classroom, the goal of improvisation is to achieve maximal focus of shared attention, and to clearly and in an energized fashion direct that shared focus, maintaining contrast & flow, attention and open-ness
- #11: In the classroom, the goal of improvisation is to achieve maximal focus of shared attention, and to clearly and in an energized fashion direct that shared focus, maintaining contrast & flow, attention and open-ness
- #12: Undergrad non-majors (large populations)Undergrad majors (medium populations)Graduate students (small populations)
- #13: Contrasting:largemediumsmall
- #14: addressing multiple modesminimizing text information; conceiving text at “visual prompt”
- #15: focus & attentionthe “present moment”detailwide-angle” & “zoomed-in” perspectivesconsciousness: shape/space/stance/breath/time/energy
- #16: promptsmnemonicstimelineskeywordschecklistsverbal formulaevocabularyphysical cuesweaning from the linear narrative
- #17: rhetoricmodelsverbal poetrycomedytheaterpresentation techniqueother communicative forms
- #19: CritiqueExperimentDrillSynthesisRefinementRepetition
- #21: introduce topic“student” good and bad responses“lecturer” call-and-response w/ adjectival & connotative choices