Applied theater: Using improvisation in social services as an illustrating example

Abstract

Summary Since the practice of interdisciplinary collaboration in applied theater for social work with children and youth in Hong Kong is rare, this study explores its applicability for maximizing beneficial outcomes. An improv group for youth was jointly conducted by a social worker and a theater tutor. A mixed-methods study was undertaken involving 38 undergraduate university students to evaluate group effectiveness. Findings Quantitative results showed that participants displayed enhanced personal growth and sense of self, and the interaction effect between the intervention and improvisational activities was significant. Qualitative results indicated that participants assessed the collaboration between the two professional tutors as effective for enhancing participants’ self-understanding and various capacities to handle life challenges. Applications Interdisciplinary collaboration in applied theater is advocated for social work practice, so as to further strengthen the development of participants’ insight.

Applied Improvisation in the Sport Management Curriculum

“…"Applied improv" describes the application of comedy improvisation principles outside of the theatre setting (Dudeck & McClure, 2018). Many proponents of applied improv in the classroom environment tout its ability to facilitate communication and collaboration while building participant confidence, especially in human services disciplines (e.g., Chan, 2021;Gao et al, 2019;Hoffmann-Longtin et al, 2018).…”

“…The term applied improvisation (improv) is rapidly growing in popularity in large organizations, corporate offices, and classrooms as a powerful, learner-centered approach that emphasizes intuition, spontaneity, creativity, collaboration, and total engagement of both facilitator and learner (Chan, 2021;Dudeck & McClure, 2018;Gao et al, 2019;Hoffmann-Longtin et al, 2018;Skinner et al, 2022). In short, applied improv is the general term for using theater techniques, exercises, and games to facilitate learning and development outside the theater (Dudeck & McClure, 2018).…”

“…Readers, players, researchers, and lovers of the theater should note that Improvisation for the Theater (1999), revered as an actor's bible, genius, and "basic research" by famous actors such as Rob Reiner and Alan Alda, was not born out of the theater-it was born out of improvisation for youth, growth, development, and learning. What we know today as applied improv, the general term for using theater techniques, exercises, and games to facilitate learning and development outside of the theater (Dudeck & McClure, 2018, 2021, is the original form of improv in disguise. While improv was made popular in the theater and made famous by comedians on stage, its origins were in the classroom, and through the efforts of applied improvisation professionals worldwide it is returning to the classroom.…”

“…Applied improv in the classroom has been presented as an emerging learner-centered approach to instruction (Skinner et al, 2022) that has the potential to meet classroom objectives while simultaneously developing students' communication and soft skills. Many proponents of applied improv in the classroom environment tout its ability to facilitate communication and collaboration while building participant confidence, especially in human services disciplines (e.g., Chan, 2021;Gao et al, 2019;Hoffmann-Longtin et al, 2018). Using constructivism as a theoretical lens, this commentary explores the existing body of applied improvisation literature to provide recommendations for pedagogical applications within the sport management curriculum to address the employability skills gap of entry-level sport employees.…”