Open Forum

Howdy, you fine folks of the EdTA!

Missy Whitis here.  Many of you may know me from improv workshops at past National Conferences, and maybe even from the one coming up.  (Vegas, Baby!)  So for those whom I haven't had the pleasure of shaking your hand, and as a reminder for those whom I have, know that I'm here to help. 

Today's post is due to an increasing worry around improvisation and it's place in the Drama classroom.  While some state standards are all about it, some don't even recognize it.  

This topic will be, without doubt, a very diversified discussion, so let's start at the very beginning (a very good place to start).

Let's take a look at the basic fundamentals of the art form.  Before we even get into "Rules -vs- No Rules", Spolin and Johnstone, the use of games, short form, and long form, how to form a school improv troupe, let's look at YOUR personal ideology and foundation for using improvisation.

Year after year, teachers come to me with concerns about improvisation and how to use it in their curriculum.  And year after year, teacher after teacher, I ask them to soul-search the following three questions:

1.  WHEN are you using improv?

Beginning of the year?  Last few minutes of class?  As a reward? Fridays?

2.  WHY are you using improv?

As a means to an end?  To help better explain concepts like genres and archetypes?  For fun on Fridays?  Storytelling tools? Because students were good all week, so again, as a "reward"? (Believe it or not, this is a reason many teachers have told me is why they use it. It's all I can do not to run away like Lucy Van Pelt at the end of "My New Philosophy".)

3.  HOW are you using improv?

For "get to know you" games?  To teach communication?  Character development?  Because the kids like what they see on "Whose Line"?

Feel free to join this discussion and answer these three important foundation questions.  And whether you answer or not, please bookmark this thread, and stay in touch.  Anything we can do to help you, as we say in improv, "clear the clutter", around this subject, we are ALL the better for it.

And as always, am up for a Skype chat, so reach out and let's set something up.  Or if you're going to be in Vegas, and want to connect, let me know. Would be happy to grab a coffee and talk shop.

------------------------------
Missy Whitis
"Working hard for the funny."
<maskemail>missy@...</maskemail>
FB = @themiddlechildimprov
------------------------------

Great questions.  As a professional improvisor for over 20 years, I use it in all of my classes.  I have developed several high school improv troupes and we tour around the region to other schools and have even performed at festivals and professional venues. I'll keep my answers short:

1) I use improv almost everyday in some capacity.  For Level I students - it's a great way to train them to overcome fear and build team unity.  Level II - we begin to build story-telling/writing skills.  Level III and IV - we incorporate it into rehearsal process and continue to hone our "Who's Line..." skills.

2) Improv teaches so many things; skills that serve both on and off-stage.  Yes, many of my students beg to do improv games as a "reward" - which we do from time to time - but most often they are surprised to discover how those same games and skills can be applied to everything we study.  From Shakespeare to debate, from tech. theatre to playwriting, I am constantly reminding them that a strong foundation in improv skills can enhance everything they do.

3) Beyond the drama classroom and the shows we produce, I want kids to see how improv (as well as everything else we do) teaches vital, even marketable, life skills.  I actively DISCOURAGE my students from pursuing careers in the performing arts.  Yet I do stress that studying the arts, and acting in particular, can help them in every possible college major and future career.  Improv is a key component in this.  The handful of my students that ignored my well-intentioned advice and went on to professional careers in the industry always cite the work we did in improv as a vital first-strep in their development.

Hope this helps.  Break a leg!

------------------------------
Josh Ruben
Fine Arts Head, Northwest Whitfield
Chattanooga TN

Original Message:
Sent: 09-05-2016 12:07
From: Melissa Whitis
Subject: Improv: How, When, and Why, are you using it?

Howdy, you fine folks of the EdTA!

Missy Whitis here.  Many of you may know me from improv workshops at past National Conferences, and maybe even from the one coming up.  (Vegas, Baby!)  So for those whom I haven't had the pleasure of shaking your hand, and as a reminder for those whom I have, know that I'm here to help. 

Today's post is due to an increasing worry around improvisation and it's place in the Drama classroom.  While some state standards are all about it, some don't even recognize it.  

This topic will be, without doubt, a very diversified discussion, so let's start at the very beginning (a very good place to start).

Let's take a look at the basic fundamentals of the art form.  Before we even get into "Rules -vs- No Rules", Spolin and Johnstone, the use of games, short form, and long form, how to form a school improv troupe, let's look at YOUR personal ideology and foundation for using improvisation.

Year after year, teachers come to me with concerns about improvisation and how to use it in their curriculum.  And year after year, teacher after teacher, I ask them to soul-search the following three questions:

1.  WHEN are you using improv?

Beginning of the year?  Last few minutes of class?  As a reward? Fridays?

2.  WHY are you using improv?

As a means to an end?  To help better explain concepts like genres and archetypes?  For fun on Fridays?  Storytelling tools? Because students were good all week, so again, as a "reward"? (Believe it or not, this is a reason many teachers have told me is why they use it. It's all I can do not to run away like Lucy Van Pelt at the end of "My New Philosophy".)

3.  HOW are you using improv?

For "get to know you" games?  To teach communication?  Character development?  Because the kids like what they see on "Whose Line"?

Feel free to join this discussion and answer these three important foundation questions.  And whether you answer or not, please bookmark this thread, and stay in touch.  Anything we can do to help you, as we say in improv, "clear the clutter", around this subject, we are ALL the better for it.

And as always, am up for a Skype chat, so reach out and let's set something up.  Or if you're going to be in Vegas, and want to connect, let me know. Would be happy to grab a coffee and talk shop.

------------------------------
Missy Whitis
"Working hard for the funny."
<maskemail>missy@...</maskemail>
FB = @themiddlechildimprov
------------------------------

I use improv as an acting tool. I'm not a fan of "Whose Line Is It, Anyway?" because it deals with jokes and going for the laughs. I use improv to teach spontaneity, getting out of your head, reacting to other actors, and getting out of your comfort zone. It feeds into the mask work I do and I usually start it when I'm doing the basic Laban work with my lower level acting students.

------------------------------
John Perry
Drama Instructor
Atherton High School
Louisville KY

Original Message:
Sent: 09-06-2016 08:02
From: Josh Ruben
Subject: Improv: How, When, and Why, are you using it?

Great questions.  As a professional improvisor for over 20 years, I use it in all of my classes.  I have developed several high school improv troupes and we tour around the region to other schools and have even performed at festivals and professional venues. I'll keep my answers short:

1) I use improv almost everyday in some capacity.  For Level I students - it's a great way to train them to overcome fear and build team unity.  Level II - we begin to build story-telling/writing skills.  Level III and IV - we incorporate it into rehearsal process and continue to hone our "Who's Line..." skills.

2) Improv teaches so many things; skills that serve both on and off-stage.  Yes, many of my students beg to do improv games as a "reward" - which we do from time to time - but most often they are surprised to discover how those same games and skills can be applied to everything we study.  From Shakespeare to debate, from tech. theatre to playwriting, I am constantly reminding them that a strong foundation in improv skills can enhance everything they do.

3) Beyond the drama classroom and the shows we produce, I want kids to see how improv (as well as everything else we do) teaches vital, even marketable, life skills.  I actively DISCOURAGE my students from pursuing careers in the performing arts.  Yet I do stress that studying the arts, and acting in particular, can help them in every possible college major and future career.  Improv is a key component in this.  The handful of my students that ignored my well-intentioned advice and went on to professional careers in the industry always cite the work we did in improv as a vital first-strep in their development.

Hope this helps.  Break a leg!

------------------------------
Josh Ruben
Fine Arts Head, Northwest Whitfield
Chattanooga TN

Original Message:
Sent: 09-05-2016 12:07
From: Melissa Whitis
Subject: Improv: How, When, and Why, are you using it?

Howdy, you fine folks of the EdTA!

Missy Whitis here.  Many of you may know me from improv workshops at past National Conferences, and maybe even from the one coming up.  (Vegas, Baby!)  So for those whom I haven't had the pleasure of shaking your hand, and as a reminder for those whom I have, know that I'm here to help. 

Today's post is due to an increasing worry around improvisation and it's place in the Drama classroom.  While some state standards are all about it, some don't even recognize it.  

This topic will be, without doubt, a very diversified discussion, so let's start at the very beginning (a very good place to start).

Let's take a look at the basic fundamentals of the art form.  Before we even get into "Rules -vs- No Rules", Spolin and Johnstone, the use of games, short form, and long form, how to form a school improv troupe, let's look at YOUR personal ideology and foundation for using improvisation.

Year after year, teachers come to me with concerns about improvisation and how to use it in their curriculum.  And year after year, teacher after teacher, I ask them to soul-search the following three questions:

1.  WHEN are you using improv?

Beginning of the year?  Last few minutes of class?  As a reward? Fridays?

2.  WHY are you using improv?

As a means to an end?  To help better explain concepts like genres and archetypes?  For fun on Fridays?  Storytelling tools? Because students were good all week, so again, as a "reward"? (Believe it or not, this is a reason many teachers have told me is why they use it. It's all I can do not to run away like Lucy Van Pelt at the end of "My New Philosophy".)

3.  HOW are you using improv?

For "get to know you" games?  To teach communication?  Character development?  Because the kids like what they see on "Whose Line"?

Feel free to join this discussion and answer these three important foundation questions.  And whether you answer or not, please bookmark this thread, and stay in touch.  Anything we can do to help you, as we say in improv, "clear the clutter", around this subject, we are ALL the better for it.

And as always, am up for a Skype chat, so reach out and let's set something up.  Or if you're going to be in Vegas, and want to connect, let me know. Would be happy to grab a coffee and talk shop.

------------------------------
Missy Whitis
"Working hard for the funny."
<maskemail>missy@...</maskemail>
FB = @themiddlechildimprov
------------------------------

Howdy, you fine folks of the EdTA!

Missy Whitis here.  Many of you may know me from improv workshops at past National Conferences, and maybe even from the one coming up.  (Vegas, Baby!)  So for those whom I haven't had the pleasure of shaking your hand, and as a reminder for those whom I have, know that I'm here to help. 

Today's post is due to an increasing worry around improvisation and it's place in the Drama classroom.  While some state standards are all about it, some don't even recognize it.  

This topic will be, without doubt, a very diversified discussion, so let's start at the very beginning (a very good place to start).

Let's take a look at the basic fundamentals of the art form.  Before we even get into "Rules -vs- No Rules", Spolin and Johnstone, the use of games, short form, and long form, how to form a school improv troupe, let's look at YOUR personal ideology and foundation for using improvisation.

Year after year, teachers come to me with concerns about improvisation and how to use it in their curriculum.  And year after year, teacher after teacher, I ask them to soul-search the following three questions:

1.  WHEN are you using improv?

Beginning of the year?  Last few minutes of class?  As a reward? Fridays?

2.  WHY are you using improv?

As a means to an end?  To help better explain concepts like genres and archetypes?  For fun on Fridays?  Storytelling tools? Because students were good all week, so again, as a "reward"? (Believe it or not, this is a reason many teachers have told me is why they use it. It's all I can do not to run away like Lucy Van Pelt at the end of "My New Philosophy".)

3.  HOW are you using improv?

For "get to know you" games?  To teach communication?  Character development?  Because the kids like what they see on "Whose Line"?

Feel free to join this discussion and answer these three important foundation questions.  And whether you answer or not, please bookmark this thread, and stay in touch.  Anything we can do to help you, as we say in improv, "clear the clutter", around this subject, we are ALL the better for it.

And as always, am up for a Skype chat, so reach out and let's set something up.  Or if you're going to be in Vegas, and want to connect, let me know. Would be happy to grab a coffee and talk shop.

Howdy, you fine folks of the EdTA!

Missy Whitis here.  Many of you may know me from improv workshops at past National Conferences, and maybe even from the one coming up.  (Vegas, Baby!)  So for those whom I haven't had the pleasure of shaking your hand, and as a reminder for those whom I have, know that I'm here to help. 

Today's post is due to an increasing worry around improvisation and it's place in the Drama classroom.  While some state standards are all about it, some don't even recognize it.  

This topic will be, without doubt, a very diversified discussion, so let's start at the very beginning (a very good place to start).

Let's take a look at the basic fundamentals of the art form.  Before we even get into "Rules -vs- No Rules", Spolin and Johnstone, the use of games, short form, and long form, how to form a school improv troupe, let's look at YOUR personal ideology and foundation for using improvisation.

Year after year, teachers come to me with concerns about improvisation and how to use it in their curriculum.  And year after year, teacher after teacher, I ask them to soul-search the following three questions:

1.  WHEN are you using improv?

Beginning of the year?  Last few minutes of class?  As a reward? Fridays?

2.  WHY are you using improv?

As a means to an end?  To help better explain concepts like genres and archetypes?  For fun on Fridays?  Storytelling tools? Because students were good all week, so again, as a "reward"? (Believe it or not, this is a reason many teachers have told me is why they use it. It's all I can do not to run away like Lucy Van Pelt at the end of "My New Philosophy".)

3.  HOW are you using improv?

For "get to know you" games?  To teach communication?  Character development?  Because the kids like what they see on "Whose Line"?

Feel free to join this discussion and answer these three important foundation questions.  And whether you answer or not, please bookmark this thread, and stay in touch.  Anything we can do to help you, as we say in improv, "clear the clutter", around this subject, we are ALL the better for it.

And as always, am up for a Skype chat, so reach out and let's set something up.  Or if you're going to be in Vegas, and want to connect, let me know. Would be happy to grab a coffee and talk shop.

Howdy, you fine folks of the EdTA!

Missy Whitis here.  Many of you may know me from improv workshops at past National Conferences, and maybe even from the one coming up.  (Vegas, Baby!)  So for those whom I haven't had the pleasure of shaking your hand, and as a reminder for those whom I have, know that I'm here to help. 

Today's post is due to an increasing worry around improvisation and it's place in the Drama classroom.  While some state standards are all about it, some don't even recognize it.  

This topic will be, without doubt, a very diversified discussion, so let's start at the very beginning (a very good place to start).

Let's take a look at the basic fundamentals of the art form.  Before we even get into "Rules -vs- No Rules", Spolin and Johnstone, the use of games, short form, and long form, how to form a school improv troupe, let's look at YOUR personal ideology and foundation for using improvisation.

Year after year, teachers come to me with concerns about improvisation and how to use it in their curriculum.  And year after year, teacher after teacher, I ask them to soul-search the following three questions:

1.  WHEN are you using improv?

Beginning of the year?  Last few minutes of class?  As a reward? Fridays?

2.  WHY are you using improv?

As a means to an end?  To help better explain concepts like genres and archetypes?  For fun on Fridays?  Storytelling tools? Because students were good all week, so again, as a "reward"? (Believe it or not, this is a reason many teachers have told me is why they use it. It's all I can do not to run away like Lucy Van Pelt at the end of "My New Philosophy".)

3.  HOW are you using improv?

For "get to know you" games?  To teach communication?  Character development?  Because the kids like what they see on "Whose Line"?

Feel free to join this discussion and answer these three important foundation questions.  And whether you answer or not, please bookmark this thread, and stay in touch.  Anything we can do to help you, as we say in improv, "clear the clutter", around this subject, we are ALL the better for it.

And as always, am up for a Skype chat, so reach out and let's set something up.  Or if you're going to be in Vegas, and want to connect, let me know. Would be happy to grab a coffee and talk shop.