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Improvisation and Learning Mike Sharples and RuoLan Wang.

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Presentation on theme: "Improvisation and Learning Mike Sharples and RuoLan Wang."— Presentation transcript:

1 Improvisation and Learning Mike Sharples and RuoLan Wang

2 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 ones surroundings.

3 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?

4 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.

5 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.

6 Conditions of improvisation 1)engagement and reflection 2)Materiality 3)motivation and affect 4)permission and constraint 5)knowledge, skill and practice 6)coordination and reciprocity

7 Engagement and reflection

8 Elaine:Theyve come to the party too, havent they? Lucy: No, not all of them are grown ups. Most of them are children. Including him. Elaine:Including what? Lucy:Him. Hes a child. Elaine:No he isnt. Hes a big grown-up. Lucy:But he isnt going to the party. Elaine:No, because hes too old. Lucy: OK. Elaine: Everythings going OK. Lucy:Should be pull …oop! [Giggles] Elaine:Hes 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.



11 This is me. … This is beats per minute, so at the moment – look at that, Im 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.

12 Questions?

13 Charades Charades – guessing the sound of the Chinese words tow tse-en bang see guy tse-ow ye-en gin bee zu zoo-e ba er do-o

14 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

15 tow head tse-en bang shoulders see guy knees tse-ow foot/toes ye-en gin eyes bee zu nose zoo-e ba mouth er do-o ears

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