Working with(out) a net: improvisational theater and enhanced well-being

Bermant, Gordon

doi:10.3389/fpsyg.2013.00929

Cited by 34 publications

(31 citation statements)

References 16 publications

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“…Students are trained to become better at delivering a speech (for instance, eye-contact, body language and voice), but even more importantly, they learn to create and perform a speech spontaneously or without preparation. They learn how to make decisions and take risks, and acquire techniques that should help them generate ideas and give them the freedom to be able to speak in front of an audience without the net of a fixed script (Bermant, 2013). This should eventually lower the level of anxiety associated with speaking in front of an audience.…”

Section: Public Speaking and Improvisation Trainingmentioning

confidence: 99%

Improving public speaking in secondary education―Exploring the potential of an improvisation training

Casteleyn¹

2019

L1 Educational Studies in Language and Literature

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Public speaking occupies a central position in secondary education, and often teachers introduce improvisation training to improve this competence, but it is yet unclear if this teaching approach has a beneficial impact. In this respect, this paper addresses the following research question: Does an improvisation training that focuses on eye-contact, voice, and body language have an impact on the public speaking competence of students in secondary education? In this study with a quasi-experimental design, we assessed the impact of the intervention with a control group with a pre-and posttest of a speaker's public speaking competence scored via compared judgement of videos of speaking exercises. The intervention had a significant but modest effect, but a number of important caveats need to be formulated. Age of participants, group size, and professionalism of the instructor might all partly determine the effect of such an improvisation training, but these variables were not integrated into the research design of this study.

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Section: Public Speaking and Improvisation Trainingmentioning

confidence: 99%

Improving public speaking in secondary education―Exploring the potential of an improvisation training

Casteleyn¹

2019

L1 Educational Studies in Language and Literature

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“…without previous scenario written nor prepared). In this condition, going on stage without a single prepared word, costume or décor requires risk taking and perseverance to keep falling and getting up for every performance (Bermant, 2013;Johnstone, 1999). Hoffman-Longtin and her colleagues (2017) recently pinpointed that rather being innately spontaneous, "professional improvisers develop the ability to listen closely, focus, accept others' ideas and support one another through improvisation games".…”

Section: Improvisational Theatrementioning

confidence: 99%

“…Considering this necessity to develop good creativity skills, many people turn to arts, mostly theatre and music. In this context, the success of improvisational theatre (improv), supposed to enhance creativity (Bermant, 2013), spreads into various areas beyond theatre (i.e. applied improvisation): medical doctors, psychologists, teachers, students, managers, negotiators and scientists attend improv workshops (Bermant, 2013;Bernstein, 2014;Hainselin, Quillico, & Parking, 2017;Hoffmann-Longtin, Rossing, & Weinstein, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…In this context, the success of improvisational theatre (improv), supposed to enhance creativity (Bermant, 2013), spreads into various areas beyond theatre (i.e. applied improvisation): medical doctors, psychologists, teachers, students, managers, negotiators and scientists attend improv workshops (Bermant, 2013;Bernstein, 2014;Hainselin, Quillico, & Parking, 2017;Hoffmann-Longtin, Rossing, & Weinstein, 2017). The effects of improv on creativity, claimed This is a provisional file, not the final typeset article Improv(e) teenagers divergent thinking by improv teacher, have not yet been studied extensively in cognitive sciences.…”

Section: Introductionmentioning

confidence: 99%

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Improving teenagers’ divergent thinking with improvisational theatre

Hainselin¹,

Aubry²,

Bourdin³

2018

Preprint

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Improvisational theatre (improv) is supposed to have an impact on cognitive processes (divergent thinking, flexibility, language, memory, problem solving, and co-construction), academic performance, and everyday life in many ways. However, little research studied on the psychological impact of improv, with some results highlighting a divergent thinking enhancement in children and adults, but not with teenagers, one of the most important age groups to practice improv. Therefore, this study aims to assess divergent thinking for middle school students before and after an 11-week session compared to a control group with a sport practice. The Alternative Uses Task was used before and after the session for both groups to evaluate divergent thinking. The improv group had better performance in originality, flexibility and gave less prototypical items after the improv sessions compared to before, while the control group performance was similar before and after. Our results suggest that improv helps teenagers’ divergent thinking to improve, not only with experimental games in the lab context but also after ecological sessions. We urge scientists to study in depth psychological impacts of improvisational theatre and applied improvisation, for a better understanding of improv and as a model to study embodied cognition.

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“…We also learn to say “yes” to anything, just like the Auguste. This is a very powerful skill also developed in improvization theater with the famous “yes, and…” (Bermant, 2013 ; Bernstein, 2014 ).…”

mentioning

confidence: 98%

Book Review: Pratiquer l'ACT par le Clown [ACT through Clown]

Hainselin

2016

Front. Psychol.

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Working with(out) a net: improvisational theater and enhanced well-being

Cited by 34 publications

References 16 publications

Improving public speaking in secondary education―Exploring the potential of an improvisation training

Improving public speaking in secondary education―Exploring the potential of an improvisation training

Improving teenagers’ divergent thinking with improvisational theatre

Book Review: Pratiquer l'ACT par le Clown [ACT through Clown]

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