Improvisation and Emotional Learning: Yes, and...
This paper presents theatrical improvisation and emotions as two interconnected paradigms that may prove useful in creating dynamic learning environments. By embracing paradox, a pillar of improvisation, we may be able to create stronger emotional connections with students and enhance learning. Using two examples from higher education classrooms, in a business school setting, we illustrate how the tenets of theatrical improvisation can create learning spaces characterized by emotion and vulnerability, and how deep learning may result.
||Learning, Improvisation, Emotions, Theatre, Active Learning
The International Journal of Learning, Volume 16, Issue 1, pp.323-334.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 1.234MB).
Associate Dean, Sprott School of Business, Carleton University, Ottawa, Ontario, Canada
Steven Murphy is Associate Dean (Research and Graduate Programs), and Associate Professor in the Sprott School of Business in Ottawa, Canada. His research involves applying behavioral and social psychological concepts into other academic realms. In particular, he has applied business concepts to practices in design, the fine arts and theatre. Human emotions form the pillar of Steven's research, and he has examined them in relation to corporate boards, computer mediated communication and the leader-follower dyad.
President, Eight Branches Consulting, Vancouver, British Columbia, Canada
Using organizational development, improvisational theater and mindfulness traditions, Catherine creates space for individuals and organizations to reflect on their current ways of being and explore different ways of creating.
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