Improvisation in the Lecture Classroom
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Slideshow to accompany Christopher J Smith presentation on "Improvisation in the Lecture Classroom", Texas Tech University Musicology Colloquium series, Feb 4 2010.
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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
- 20. mnemonics
- 21. timelines
- 22. keywords
- 23. checklists
- 24. verbal formulae
- 25. vocabulary
- 26. physical cues
- 28. models
- 29. verbal poetry
- 30. comedy
- 31. theater
- 35. Experiment
- 36. Drill
- 37. Synthesis
- 38. Refinement
- 40. II. Connotative exercise topic “student” responses adjectival & connotative call-and-response
- 41. Disclaimer: Find your OWN way.
Editor's Notes
- hence, improvisation is an absolutely ubiquitous, essential, fundamental for human interaction
- What is it not: “intuitive”; “instinctive”; “a talent”; “innate”
- 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
- 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
- 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”
- almost all improvisation occurs within strictures and according to received/internalized expectations. In improvisation, strictures and expectations are useful guides.
- 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
- 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
- Undergrad non-majors (large populations)Undergrad majors (medium populations)Graduate students (small populations)
- Contrasting:largemediumsmall
- addressing multiple modesminimizing text information; conceiving text at “visual prompt”
- focus & attentionthe “present moment”detailwide-angle” & “zoomed-in” perspectivesconsciousness: shape/space/stance/breath/time/energy
- promptsmnemonicstimelineskeywordschecklistsverbal formulaevocabularyphysical cuesweaning from the linear narrative
- rhetoricmodelsverbal poetrycomedytheaterpresentation techniqueother communicative forms
- CritiqueExperimentDrillSynthesisRefinementRepetition
- introduce topic“student” good and bad responses“lecturer” call-and-response w/ adjectival & connotative choices