ABSTRACT
Introduction The ideas discussed in previous units, about carefully structuring learning,
focusing on one thing at a time and gradually building a capacity for drama,
come full circle when thinking about improvisation. Improvisation requires
skills in pretence, interaction, storymaking and emotional expression but in a
combined way that is much more sophisticated. One of the key issues in
improvisation is the ability to create a ‘representation’ of experience, which is
similar to what was discussed in Unit 3 in relation to sculpting, but this time
expressing both external and internal states, the outward display and gestures
of inner thoughts and feelings. Improvisation also requires the child to be ‘in
tune’ with other performers, to respond to their actions and ideas and cooperate
in some kind of storymaking. Particularly where the drama refers to typical
events in a child’s life, it also requires the ability to take a self-reflective stance
and make self-narratives. Improvisation takes dramatic ability to a new level of
spontaneity, creative thinking and communication.
