Improvisation and Emotional Learning: Yes, and...

By Steven A. Murphy and Catherine A. Hajnal.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

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.

Keywords: 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).

Dr. Steven A. Murphy

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.

Dr. Catherine A. Hajnal

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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