ABSTRACT
This chapter illustrates how drama improvisation (“impro”) can help to build communication, reciprocity, collaboration, and teamwork between students in higher education settings and environments. It is especially suitable for teachers and educators new to the form. The games presented have been drawn from Keith Johnstone’s approach, called impro, with specific reference to three core principles of: (1) offer and acceptance, (2) status, and (3) spontaneity. The games described have been specially adapted and repurposed to focus on climate and sustainability themes. This chapter then moves on to consider reflections from over a 30-year period, before considering the potential for integrating drama impro with assessment.
