laughter — Language Learning Blog

Your language-teaching mission, should you choose to accept it, is to incorporate improv games and activities into your language classroom.

Image source: https://outschool.com/classes/improv-for-beginners-zF5ESyMY

This is part I of a series of posts on using improv in the language classroom.

Did you know? Improv was invented in the 1930s when Viola Spolin, inspired by Neva Boyd’s play-based progressive educational philosophy, needed a way to engage children and immigrants in theatre. Improv, she found, was able to bridge gaps in language and culture. Despite these educationally based origins, almost a 100 years later, improv is not a major presence in most language classes.

I think that improv games and activities can be one of the most valuable tools in a teacher’s repertoire. The beauty of improv is that most activities take no time to prep, need no supplies, and involve a lot of laughter and joy. You can use improv to enhance the lesson plans you already use as a way to reinforce grammatical concepts or practice communicative strategies, or you can transition to an entirely improv-based curriculum. It’s your choice! I’m going to assume that most readers want to enhance their existing lessons, so will be basing most of my posts on simple games to add some fun to your day. However, I will eventually share some of the ways that I’ve successfully used improv as the basis for entire units.

What is improv? Improv, which is short for “improvised theater”, is when participants use language or movement in an unrehearsed manner. Improv falls into various categories: free scenes, role plays, scenarios, and games. Some improv is just playing around with language, such as playing the “What are you doing?” warm-up game. Some improv, like asking students to present an original story that incorporates four idioms they’ve pulled from a hat, is meant to be presented and entertain others. Traditionally, improv means no preparation, but when working with language learners, I don’t always follow that rule. I discuss more about that in my post about free scenes. All in all, improv can mean a lot of things, but there are some things that I think are the most important:

Why is improv so powerful? Margaret Piccoli notes that:

Both language skills and creativity must be practiced often and with different degrees of difficulty, and that improv is a way to accomplish success in both areas.
The fundamentals of improv, such as ‘yes, and’, ‘no mistakes, only opportunities’, and ‘make everyone look good’, create collaborative and supportive environments for students to develop their L2.
Improv builds students’ confidence by letting them focus on the natural desire to play rather than on the possibility of embarrassment, as well as letting them focus on the process of using the L2 rather than the mechanics.
The “process-focused, not product-focused” nature of improv also allows students to explore an infinite number of possible scenarios, giving them the confidence to use the target language in situations not previously studied in the classroom, i.e., authentic language use.
The need for collaboration for improv to be successful not only creates an environment of positive feedback and an opportunity to celebrate peers’ achievements, but a chance for students from various backgrounds to work together on common ground.
Improv accesses multiple intelligences, allows students to explore themes that are relevant to their lives, and gives them a sense of control over their own learning.

Who ‘owns’ improv? Everybody! Although the seeds of improv can be seen in commedia dell’arte, vaudeville, and burlesque, it is Viola Spolin who is widely considered the founder of modern improv. Viola would invent new games every time she came across a barrier in communication or understanding with the children and immigrants she was working with. She went on to found Second City Improv, and in 1986 wrote the ‘bible’ of improv in education: Theater Games for the Classroom: A Teacher's Handbook. However, Viola Spolin, or more modern improv names such as Ryan Styles and Amy Poehler, are not seen as the authority on improv. Instead, improv games, like many folk ideas, vary from person to person in regard to how they are played, what name they go by, and the purpose for which they are used.

Citation needed? Due to the elastic nature of improv, while there have been many wonderful educational article and books published outlining how one can use improv in the classroom, it is very difficult to determine who has intellectual ownership of any of them, if such a thing is possible. Like many educational techniques, such as doing a jigsaw, reading aloud, or think-pair-share, it can be difficult to determine who originated these ideas. When sharing games on my blog, I try to attribute where I can, particularly if a certain permutation is new to me in an educational context and I can share in which book or article I found it. However, I have come across many of these games in my own experience as an improv performer, which began long before I became a teacher.

For more on improv, check out: