improvisation and learning mike sharples and ruolan wang
TRANSCRIPT
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Improvisation and LearningImprovisation and Learning
Mike Sharples and RuoLan Wang
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The ability to take existing pieces and put them together in a new combination for a purpose, through a process in which composition and action happens at the same time as reaction and response to one’s surroundings.
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• What is the relationship between improvisation and learning?
• What differences are there between improvisation for learning by children and adults?
• How can improvisation become a resource for teaching and learning across the curriculum?
• How can we enable children and adults to improvise more effectively for productive learning?
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Characteristics of improvisation • Planning and execution of activities at almost the
same time
• Helps to solve a problem or add value to a performance
• Draws on real-time information to generate a new specific pattern of activity focused on local context
• Behaviours have local value, rooted in time or place
• Can lead to post-hoc reflection
Miner A.S., Bassoff, P. and Moorman, C (2001). Organizational Improvisation and learning: a field study. Administrative science quarterly, 46 (2), 304-337.
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Daily improvisation• No pre-planned deliberate variation in inputs. The design and the execution of activities take place at almost the same time over an extended period;
• The purpose of the cooking action is to fulfil a particular need or to solve a problem;
• The improvisation is grounded in the material world and conducted through a series of embodied actions;
• The value of improvisation is more than just cooking a new dish;
• The relation between planning, collaboration, improvisation and reflection.
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Conditions of improvisation
1) engagement and reflection2) Materiality3) motivation and affect4) permission and constraint5) knowledge, skill and practice6) coordination and reciprocity
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Engagement and reflection
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Elaine: They’ve come to the party too, haven’t they?
Lucy: No, not all of them are grown ups. Most of them are children. Including him.
Elaine: Including what?
Lucy: Him. He’s a child.
Elaine: No he isn’t. He’s a big grown-up.
Lucy: But he isn’t going to the party.
Elaine: No, because he’s too old.
Lucy: OK.
Elaine: Everything’s going OK.
Lucy: Should be pull …oop! [Giggles]
Elaine: He’s saying, “My darling, I want you to snog me.”
Lucy: He gets up and then. He gets up and says, “Now, you kids. Now what are you
kids playing at?” And he gets hooked in the back. [Giggles]
Sharples, M. (1999) How We Write: Writing as Creative Design. London: Routledge. p.14.
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“This is me. … This is beats per minute, so at the moment – look at that, I’m doing quite well. … This [points to a section of the display with a raised heart rate] is where I started to shout, you see. … Do you see what you do to my heart rate? Every time I have to shout.”
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Questions?Questions?
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CharadesCharades – guessing the sound of the Chinese words
• tow 头• tse-en bang 肩膀• see guy 膝盖• tse-ow 脚• ye-en gin 眼睛• bee zu 鼻子• zoo-e ba 嘴巴• er do-o 耳朵
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tow, tse-en bang, see guy, tse-ow, see guy, tse-ow
tow, tse-en bang, see guy, tse-ow, see guy, tse-ow
ye-en gin, bee zu, zoo-e ba, er do-o
tow, tse-en bang, see guy, tse-ow, see guy, tse-ow
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tow 头 head
tse-en bang 肩膀 shoulders
see guy 膝盖 knees
tse-ow 脚 foot/toes
ye-en gin 眼睛 eyes
bee zu 鼻子 nose
zoo-e ba 嘴巴 mouth
er do-o 耳朵 ears