Your language-teaching mission, should you choose to accept it, is to incorporate improv games and activities into your language classroom.
What some view as the only rule in improv: “Yes, and…”
Image source: https://www.amindapart.org.uk/blog/the-real-meaning-of-the-improv-rule-yes-and/
This is part II of a series of posts on using improv in the language classroom.
As I mentioned in part I, there really are no supplies needed for most improv. However, there is something that the teacher needs to do when incorporating these kinds of activities, or any activities that involve students taking risks with language: create an environment of physical and emotional safety. Once that is in place, really anything can happen!
Some teachers recommend discussing the ‘rules of improv’ with students. If you’re only planning on incorporating small games here and there, I don’t think that the rules need to be explicitly discussed. However, if you’re wanting to do more free scenes, this is a must.
Everyone has their own opinion on what the ‘rules of improv’ are. Depending on who you ask, there might just be one (usually ‘yes and’) or ten. When working with students, I like the ‘rules’ proposed by Melisa Cahnmann-Taylor and Kathleen McGovern in their fantastic (and highly recommended) book, Enlivening instruction with drama and improv: A guide for second language and world language teachers. Their four rules are:
Be Present & Pay Attention
Say “Yes, And”
R&R (take risks and be ridiculous)
Endow Scenes with Meaning
Personally, I think talking about the values of improv, especially in the context of education, is equally as important. Anja Keränen outlines what she believes to be the four main values of improvisational theatre:
The first value is that improvisation is suitable for everyone, and that lack of talent is not a barrier to participation.
The second value is that mistakes are not errors, but opportunities to learn and increase confidence. Trying and failing is encouraged in improv, as students are expected to learn by doing. Moreover, errors can be liberating as they are possibilities to learn new words or strategies while still staying within the frame of mind of communication.
The third value is that participants must say ‘yes’ to all ideas presented. Both teachers and students must let go to their own ideas and accept the other participants’ ideas as better than their own.
Finally, the fourth value is that the improvised scene disappears and is forevermore unattainable. This puts the focus on the communicative skills being demonstrated and the learning happening within the scene, forcing teachers and learners to be in the moment. Moreover, this can be perceived as a rebellion against traditional education systems that focus on creating error-free, concrete products.
Some claim that the rules and values of improv will make you a better person, or a better leader, or a better school. While I can’t speak to all of that, I can say that improv makes for better lessons, which I can’t wait to share with you!