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Running head: IMPACT OF IMPROVISATION ON COMMUNICATION 1
IMPACT OF IMPROVISATION ON INTERPERSONAL COMMUNICATION
_________________________________________________
A Thesis
Presented to the Faculty in Communication and Leadership Studies
School of Professional Studies
Gonzaga University
__________________________________________________
Under the Mentorship of Dr. David Givens, and John Caputo
__________________________________________________
In Partial Fulfillment
Of the Requirements for the Degree
Master of Arts in Communication and Leadership Studies
____________________________________________________
By
Brooklin Green
April 2012
IMPACT OF IMPROVISATION ON COMMUNICATION 3
TABLE OF CONTENTS
Abstract 5
CHAPTER 1: INTRODUCTION 6
Importance of the Study 6
Statement of the Problem 7
Definition of Terms Used-Three Basic Rules 8
Organization of Remaining Chapters 10
CHAPTER 2: REVIEW OF LITERATURE 11
Philosophical Assumptions 11
Theoretical Basis 13
Studies of Improvisation’s Effects on Communication 15
Summary-Rationale 22
Research Questions 22
CHAPTER 3: SCOPE AND METHODOLOGY 24
The Scope of the Study 24
Methodologies and Design 25
Sampling 26
Instrumentation and Procedures 26
Ethical Considerations 27
CHAPTER 4: THE STUDIES 28
Introduction 28
SURVEY-Data Analysis 28
Results of the Survey 29
Discussion 30
IMPACT OF IMPROVISATION ON COMMUNICATION 4
INTERVIEWS-Data Analysis 31
Results of the Interviews 33
Interview I 33
Interview II 37
Interview III 41
Discussion 46
CHAPTER 5: SUMMARIES AND CONCLUSIONS 48
Limitations of the Study 48
Further Study 48
Conclusions 50
REFERENCES 52
APPENDIX 55
A 55
B 60
C 61
D 62
E 64
F 65
IMPACT OF IMPROVISATION ON COMMUNICATION 5
Abstract
Improvisational games have grown outside the scope of performance to become tools to
enhance, creativity, and communication. Recently, people have begun to use these games in a
variety of fields including psychology, public speaking, corporate businesses, medicine, and
education. Improvisational games help people learn through play. It shows that the use of these
games can create an environment that opens communication to achieve learning and innovation.
It is a positive tool in promoting confidence, empathy, listening skills, self-awareness, group
awareness, quick thought and focus in the moment.
While research on the benefit of improvisation does exist, few concentrate on the benefits
improvisational training can bring to communication. Improvisation has been strictly viewed as a
theatrical tool for years. As we continue to experiment and improvise, we find that
improvisational training may benefit many additional fields outside of theatre, especially
communication. Improvisation can be used as a communication tool alongside existing expertise
in organizations. This thesis project will focus on how improvisational games, impacts
interpersonal communication. What are the specific elements of improvisational games that
positively affect interpersonal and small group communication? This thesis sets out to define the
smoke and mirrors that make improvisation happen communicatively.
IMPACT OF IMPROVISATION ON COMMUNICATION 6
CHAPTER 1: IMPORTANCE OF STUDY
Often a misconception exists that good improvisational performance just happens
magically based on talent or preconception of some kind. Decent improvisation requires training.
The games have been developed to create structures or rules that help the individual rely on
themselves. This is a gradual process of going from the reliance of rules and direction to being
able to rely and create on your own. These games help free the players to build upon their own
natural instinct, and experience coinciding with Dewey’s Philosophy (Dewey, Alexander, &
Hickman, 1998). This paper seeks to identify specifically the elements of improvisational games
that promote interpersonal communication skills that include confidence, open environment,
group cohesion, and intuition. These elements can help create a positive structure, according to
Adaptive Structurization Theory, that can allow a group to evolve together as well as promote
participation as opposed to fear when dealing with cognitive dissonance. What makes
improvisation work?
The quantitative and qualitative data of this study focus on measuring changes in
interpersonal communication skills after exposure to improvisational training. Specifically,
confidence levels, interpersonal group skills and the effects of learning experientially through the
improvisational games. The uses of basic improvisational rules or principles have been narrowed
down to three specific rules that are commonly used in improvisational theatre.
The improvisational Principles or rules focused on in this study are yes, and…, give and
take, and being in the moment. These rules can apply directly to the communication aspect of
improvisation, and not the typical theatrical development of characterization and empathy. These
IMPACT OF IMPROVISATION ON COMMUNICATION 7
rules have been developed to train improvisers in keeping positive communication in order to
forward scenes.
These principles are used to promote positive interpersonal communication skills within
improvisation; they also serve as a distracting element. The use of distraction to keep from self-
editing, and the desire to dominate or control is another key element to how improvisation seems
to work. This paper attempts to find out how these elements help in building interpersonal
communication. The distraction elements focused on in this paper are:
Speed-The elements focused on are the use of speed in games. Quick pacing takes away
time that would otherwise be spent on self-editing and judgment. Speed is major element in
improvisational games and side coaching.
Group goals- Group focus on the goal of the game; all games have a group goal. .
Listening-The ultimate element is intuition how is it created or enhanced. This element is
that “magic” moment that happens when two or more people are connected and in sync with
each other on stage or in a game.
Statement of Problem
Improvisational training is a art form birthed from people who think outside the box. One
reason improvisation does not automatically translate to a structured society is because these new
forms of creativity are yet to be boxed into any concrete definitions. The definitions of games,
rules and principles vary according to each training center, or instructor. This paper is an attempt
to grasp and define what improvisation’s basic rules are, and it’s natural connection to
interpersonal communication. This paper has incorporated a brief history of improvisation in
IMPACT OF IMPROVISATION ON COMMUNICATION 8
order to connect these basic rules through reoccurring core elements that are present within the
literature review and improvisational history. The problem is that not all directors and instructors
of improvisation define or use the same name for games that are the same or similar. The games
and principles can morph and creates new games and principles that are not notably defined
through one institution. In short, improvisation is much like attempting to translate a simple
statement in multiple different languages. This paper attempts to establish the basic roots of
improvisation, by taking all of these elements and putting them into the three categories defined
as Yes, and…, give and take, and being in the moment. Under these categories we can begin to
focus on the grounding basis of what improvisation really is and how this art form directly
connects to the building of inter personnel skills. This thesis project attempts to define basic
principles and bring them to the world of communication, because the natural elements present
in improvisational training are the natural elements required to communicate interpersonally.
Definition of Terms -Three Basic Rules
Here is a list of the top three basic rules that are grounding principles for
improvisation. They are commonly used in improvisational games, and scenes work. Under each
principle are definitions and coinciding references to common phrasing used in side coaching to
accomplish these principles.
Yes, and…,
-“Yes, and…” Accept or empathize with what is given to you communicatively and
heighten that dialogue information and or action.
IMPACT OF IMPROVISATION ON COMMUNICATION 9
-Make Action choices- Make a decision or do something that ignites an action, move the
scene forward by making a decision that makes a stand on something. Also referred to as ‘today
is the day’ something happens.
Being in the moment
- Spontaneity- referred to in improvisation as don’t think, be in the moment, do not self-
edit, trust your instincts, be honest.
-Make bold choices- assumptions, statements, and avoid questions.
-Assume you know someone for at least six months- when you know someone for more
than six months you are able to start in the middle of a situation, or scene.
Give and Take
-Listen, Intuition, or Give and take – the ability to read others, knows when to needed,
and when to back off or stop a scene or communication.
Other Terms
Short Form Improvisation- A style of improvisational performance or games. That
consists of usually short and unrelated scenes. They are generally based on short games or
handles, and less based on solid narrative and characters.
Long Form-A style of improvisation that based off suggestion or nothing at all, turns in to
a long performance piece or play. These performance range from 20-45mins generally. It is also
known as the Harold.
IMPACT OF IMPROVISATION ON COMMUNICATION 10
Organization of Chapters
This paper is organized into five chapters. Chapter two is the philosophical and
theoretical basis that sets the groundings for this study. The review of literature on this topic
leads to the formation of the research questions embedded in this thesis. Chapter three
establishes the scope of the study and the methodology used for collecting data. Chapter four is
the results of the study conducted. This chapter shows live current results that coincides with
previous research, and explores the findings in relationship to the research questions presented in
chapter two. Chapter five summarizes the study in conjunction to the entirety of the paper.
Specifically, this chapter covers the limitations of the study, and suggests further research.
IMPACT OF IMPROVISATION ON COMMUNICATION 11
CHAPTER 2: REVIEW OF THE LITERATURE
This review seeks to highlight specific theory related to communication and
improvisation. The review will also identify the reoccurring interpersonal communication skills
in a group that improvisational games seem to promote. According to Adaptive Structuration
Theory, elements can help create a positive structure that can allow members of a group to
evolve together as well as promote participation as opposed to fear when dealing with cognitive
dissonance.
Philosophical Assumptions
Experiential Learning is the theory used to develop the environment in which this study
will take place. Improvisation theatre uses games to create an experience in communication.
“The foundational Second City concept of yes, and…, is the cornerstone for creating a
democratic environment” (Scruggs & McKnight, 2008, p. 13). John Dewey’s philosophy of
teaching led to the idea of the democratic classroom that uses experiences to teach. Dewey states,
“I believe that education, therefore, is a process of living and not a preparation for future living”
(Simpson, 2010, p.26). This relates directly to improvisation’s spontaneity of being in the
moment; the games create their own experiences. “The teacher is not in the school to impose
certain ideas or to form certain habits in the child, but is there as a member of the community to
select the influences which shall affect the child and to assist him in properly responding to these
influences (Dewey, Alexander, & Hickman, 1998, p. 231).” This is essentially how the element
of “side coaching” in improvisational games works. The games are a kind of alternative to
language. Most teaching or directing gives feedback or comments on the person’s behavior to
change action. In Improvisation, games are morphed or developed to create an experience that
IMPACT OF IMPROVISATION ON COMMUNICATION 12
allows the student to overcome communicative obstacles. This allows for students to learn
experientially.
Much of Dewey’s philosophy of learning is supported by Spolin’s book, Improvisation
for the Theatre (Spolin, 1963). This book, while highly concentrated on improvisation as a tool
for theatre, establishes basic communication skills. She specifically lists games that help with
listening, empathy, and creating an open environment that reduces anxiety within a group to help
members participate. Viola explains how the use of games in itself provides involvement and
personal freedom needed for experiencing the exercise. The use of games provides an
opportunity to play. When people are excited and enjoy what they are doing, an open
environment exists that naturally allows them to learn through the experience of the game.
Establishing an open environment where group members feel free to express themselves leads to
self-awareness and an empathetic awareness of others. This environment is created by excluding
authoritarianism and judgment of self and others. Viola states that “the language and attitudes of
authoritarianism must be constantly scourged if the total personality is to emerge as a working
unit” (Spolin, 1963, pg. 8). She goes on to explain the healthy dynamics of group expression.
Groups work well with the acceptance of differences and similarities, as opposed to
individualized attention and competition. She explains that groups are better at problem solving
through their focus on a specific game. The process of the game alone helps to build
interpersonal skills within a group. She also includes the importance of awareness and listening
skills. Being aware of verbal and nonverbal cues is essential in moving forward with group
problem solving. There are many games given as examples to get students through basic
anxieties and blockage in theatrical training. These may also be used for the same problems in
interpersonal communication. She explains that every game can morph to solve any particular
IMPACT OF IMPROVISATION ON COMMUNICATION 13
problem (Spolin, 1963). "The games emerged out of necessity," she has said. "I didn't sit at home
and dream them up. When I had a problem [directing], I made up a game. When another problem
came up, I just made up a new game," she stated in an interview with the Los Angeles Times on
May 26, 1974 (Moffit, 2011). While Viola Spolin’s work is seen as theatrical use, her
understanding of group dynamics can be utilized in creating an open environment for
interpersonal communication within groups.
Theoretical Basis
Adaptive Structuration Theory (AST) claims that a group forms its own rules and
structures. The point of AST is “to make them aware of the rules and resources that they are
using so that they can have more control over what they do in the groups” (Griffin, 2009, p.236).
Improvisational games that abide by and teach improvisational principles help establish the rules
of the group. The rules of the group incorporate improvisational rules or principles. They allow
for each person in the group to contribute in an open and accepting environment. Improvisational
principles work as a tool to provide communicative resources that can be used in an organization
or group even if resources and rules are low. The practice of these principles through games may
help a group by creating an open environment for decision-making. The use of Improvisational
principles and exercises through the games’ own, could contribute to a group’s forming of rules
through appropriation (Griffin, p.240). Improvisational rules could serve as positive resources
(Griffin, p. 240) for a group’s evolution of Structuration or the “production and reproduction of
social systems through group members’ use of rules and resources in interaction” (Griffin, p.
237). For example, the use of the rule “Yes, and..., promotes the action of accepting information
and adding to or contributing to that information. This is also referred to as accepting and
IMPACT OF IMPROVISATION ON COMMUNICATION 14
heightening. This helps to create a standard for the group to not only be accepting to each other’s
ideas, but to also contribute and collaborate.
Cognitive dissonance theory originally developed by Leon Festinger, is when there are
two conflicting, or opposing beliefs within one’s self. This creates an automatic need to reduce
the opposition or dissonance. This relates to internal conflict noted in improvisation as self-
editing or control. Elliot Aronson states in his book about cognitive dissonance “most
individuals strive for three things [related to their self-concept], 1) To preserve a consistent,
stable, predictable sense of self, 2) To preserve a competent sense of self, and 3) To preserve a
morally good sense of self (Aronson, 1992).” Cognitive dissonance contributes to stage fright,
mental paralysis, and lack of cooperation in most small group cases. When a group is
established, individual members may go into the group initially as confident members. When it
comes time to participate in the group, the fear of failure and adverse judgment can begin to
create a dissonance within the student’s original feeling of confidence. The students then either
talk themselves out of participation or reluctantly participate with self-doubt, internal editing,
and intrapersonal judgment. This keeps the students from fully participating or interacting
within the groups.
If self-doubt and confidence create cognitive dissonance, how does one overcome it in
order to participate more fully with the group? Improvisational games give individuals an
opportunity to take focus off them in order to accomplish a small goal in the game for the greater
good of the group. Helping the group takes precedence over the individual, which can reduce
insecurity. The games can distract from the internal noise of fear in order to enable confidence.
The games are fast paced and rule focused so that the individual does not have time to create
IMPACT OF IMPROVISATION ON COMMUNICATION 15
dissonance with fear. Fear is replaced by spontaneous pressure in a supportive environment.
Once participation takes place it is affirmed by the Yes, and… principle and confidence returns.
Studies of Improvisation’s Effects on Communication
According to a study conducted by Dusya Vera and Mary Crossan, improvisation has a
positive effect on team innovation when combined with the team and contextual moderating
factors (Vera & Crossan, 2005). Their study specifically focused on training in the following
principles of improvisation: “practice,” “collaboration,” “agree, accept, and add,” “be present in
the moment,” and “draw on reincorporation and ready-mades” (Vera & Crossan, 2005). They
provided training to a large municipal organization referred to in the study as the “city” (Vera &
Crossan, 2005). It represented a variety of different jobs and departments including auditors,
marketing coordinators, engineering inspectors, community services, works and transportation,
legal services, finance, and management. It consisted of 348 people all working in various teams
according to their various jobs.
Vera and Crossan provided workshops, conducted surveys before, and two months after
the subjects’ training in improvisation. The term improvisation was omitted; instead the
workshops focused on spontaneity and creativity under pressure. The workshop topics included
teamwork play, paying attention to the moment and the need for an environment that rewards
experimentation. While this study specifically seeks to correlate improvisation and innovation, it
provides evidence that improvisational training does improve group communication and
creativity.
They tested six different hypotheses: The first hypothesis revealed that the team’s
expertise in their field helped in the use of collective improvisation producing innovation. The
IMPACT OF IMPROVISATION ON COMMUNICATION 16
second hypothesis proved that improvisation improved trust, cooperation, and overall teamwork
quality, which led to the ability to be creative and innovative. The third concluded that an
experimental and supportive environment of trial and error promoted a better relationship within
the team and its ability to be innovative. The fourth hypothesis suggests that real time
information (in the moment) and open communication is helpful in promoting innovation
through improvisation. The fifth hypothesis “The greater the team’s level of memory (e.g.,
procedures and systems), the more positive relationship between collective improvisation and
innovation” (Vera & Crossan, 2005)--was not supported. They found that when it comes to
improvising a situation the rules and regulations of an organization restrict creativity and
innovation. They did state that relying on memory of anecdotal knowledge or tactics that had
worked in the past seemed to help in improvising and innovation. The final hypothesis proved
that training in improvisation would improve the quality and increase the use of improvisation
and innovation in a regular work setting.
This was an in-depth quantitative study on improvisation, which is rarely found in the
literature on this subject. The article concluded that improvisation “has a clear positive effect on
innovation when combined with the team and contextual moderating factors” (Vera & Crossan,
2005). No real evidence proved that improvisation training prompted the production of
innovation in a regular office setting. The improvisation training did not hinder innovation but
rather improved the communication within the groups to be more open, trusting, and accepting of
new ideas. They concluded, “this study provides senior managers initial evidence about the
ability to develop the improvisational skill in individuals and teams, and shows that this requires
more than attendance in training workshops; it requires the development of a culture and a
context that supports spontaneous and creative processes in firms” (Vera & Crossan, 2005). This
IMPACT OF IMPROVISATION ON COMMUNICATION 17
shows that improvisational training should be applied directly to the group and not just to the
individual.
The maintenance of everyday operations was a limitation to the study, as members of the
same work team were unable to go through the workshops together. This process alone helps
develop teambuilding and trust within the team or groups. The improvisational training was
taught individually where the individual would then go back to their group and apply the skills.
Improvisation is more effective when taught with the original group as a whole. It provides an
experience together that builds trust and unity within that group. The other limitation was that
while there was evidence throughout the study of the benefits of improvisation in groups, the
focus was on improvisation and innovation.
While most of the literature found focuses on the positive aspects of improvisation, one
study cautions that improvisation can be negative when it comes to organizational learning and
communication. This study is referenced in the previous study conducted by Vera and Crossan.
This field study entitled Organizational Improvisation and Learning :(Miner, Bassoff, &
Moorman, 2001). This study focused on defining improvisation through mostly observation of a
corporate organization and new product development. While the study was about the act of
simply improvising as opposed to the ‘art’ of improvising (the use of theatrical improvisational
training), the study of spontaneous reaction and innovation is still the grounds for
improvisational theatre training. The focal point of this study is on the negative effects of
improvisation, which is only a portion of the researcher’s conclusions. Minimal negative aspects
of improvisation in communication were found in this study. This helps to shed a light on
counter effective aspects of improvisation in order to conclude with well-rounded research on the
effectiveness of improvisation. This study suggests that improvising, while having many positive
IMPACT OF IMPROVISATION ON COMMUNICATION 18
effects was actually harmful in relation to long-term learning. They found that heavily relying on
improvisation would many times supersede the process of formal experimentation. This study
revealed that mistakes were made within the company when using improvisation as a way to
develop or work on a project, as opposed to relying on previous information, or experts that were
already established in the situation. They mentioned that the scientific and marketing
departments of the company saw improvisation as positive tools for flexibility and adaptability.
This produced conflict because the higher levels of the organization including financial, and
manufacturing managers saw improvising as a dangerous resource that was not efficient and
created costly errors. This negative aspect of improvisation is re-tested in the Vera and Crossan
study (Vera & Crossan, 2005) with their first hypothesis. It shows that collective improvisation
can be heightened when used in conjunction with expertise of the field. Improvisation should be
used as a tool in conjunction with expertise, not as a sole entity to create.
When used correctly, the use of improvisation to improve communication among various
professionals seems to be a useful tool. The MEDICAL EDUCATION Journal conducted a study
for 'first year', American medical students to determine if improvisation could improve patient
doctor interaction (Hoffman & Ari, 2008). This study specifically focused on interpersonal skills
with patients. The study consisted of eighteen first year students who were taught ten one hour
sessions of improvisation. The improvisational games were used to acknowledge the portrayal of
one’s self, perception of others and interpersonal interaction. The study was based on surveys
taken by students who participated in the class. The results of this study strongly concluded that
the course improves communication skills, and increases confidence in patient interaction. All
the students responded that the improvisation class was a refreshing and enjoyable way to
improve patient doctor communication. The limits to this study are the size and scale. It was not
IMPACT OF IMPROVISATION ON COMMUNICATION 19
very diverse or broad. This study does help to establish that improvisation can help with
developing interpersonal skills. It proves that improvisational games can be a positive tool to
promote confidence, empathy, listening skills and understanding of one’s self, which assists in
developing intrapersonal and interpersonal communication skills. These are all skills that are
needed to build group communication.
The American Journal of Pharmaceutical Education (Boesen, Herrier, Apar, &
Jackowski, 2009) found more in depth but similar results on the use of improvisation as a tool for
interpersonal communication. They conclude that improvisation training helped to improve
communication skills in pharmaceutical students. This study focused on the “art” of
communication specifically listening, observation, and response as opposed to specific technical
communication skills.
This study was quantitative in its use of standardized patient examination scoring and
qualitative incorporating student and instructor feedback surveys and journals. They incorporated
Twelve one -hour improvisational sessions to the existing patient communication course. The
study consisted of ninety, first year pharmaceutical students followed from the time span of 2002
to 2007. The study concluded that, over that span the scores average rose four points, the number
of perfect scores rose from 1 to 24 and 90 percent of participants acknowledged an improvement
in their communication skills.
Additionally they sought to use improvisation to (1) think quickly and generate ideas, (2)
recognize emotions and status communication (3) create confidence in communicating to large
groups (4) see basics of group communication through interaction (5) obtain focus in the moment
IMPACT OF IMPROVISATION ON COMMUNICATION 20
and be able to react with transitional communicative skills according to patient cues (Boesen, et
al., 2009).
They used different improvisational games to accomplish communication goals.
Repeated pattern exercises were games that create patterns to center focus, block out distractions
and teach listening. Advancing Conversation was taught with ‘Yes and…’games, and avoiding
questions or ‘no’, negating conversation. Questions and negating stopped or staled
communication.
They used short improvised scenarios that focused on emotion and status (high and low
status individuals) within the scene. This helped the students to recognize that emotional and
status influenced situations or obstacles within communicating. Group communication was
taught through emphasis on the importance of single focus. To communicate effectively, one
person must be allowed to speak at a time. This was done by the game ‘Give and take ‘. This
helped the students identify the importance of knowing when to take focus strongly or to speak
and when to give focus to someone else, listen.
They also conducted improvised 3-5 minute scenes that incorporated basic principles of
improvisation forcing them to work as a team, listen, and create ideas. Even though, this study
focuses on pharmaceutical students, it is a direct correlation to improvisational training
improving communication skills. It includes quantitative and qualitative research and shows a
need to incorporate improvisation as a learning tool to enhance communication skills that can be
used interpersonally.
The previous studies focus on use of improvisation as a tool to develop one on one
interpersonal skill with clients. When leading or facilitating a group of people interpersonally, as
IMPACT OF IMPROVISATION ON COMMUNICATION 21
a public speaker, or as a teacher improvisation is very helpful. An empirical study observed by
R.K Sawyer, a teacher who concludes that scripted teaching should incorporate and lean more
towards teaching as an improvisational performance. Sawyer claims that teachers improvise
more as they become more experienced. He states ” Several researchers have noted that the most
effective classroom interaction balances structure and script with flexibility and improvisation
(Borko & Livingston, 1989; Brown & Edelson, 2001; Erickson, 1982; Gershon, 2002; Mehan,
1979; Simon, 1995; Yinger, 1987)” (Sawyer, 2004, p. ). This article claims improvisation creates
interactive flow of creativity between teachers and students that lead to other forms of learning
and information. The previous methods of teaching as a performance tend to be over structured
involving a teacher’s reliance on a script, and focus on the teacher as opposed to the entire class
or collaborative learning. The National Research Council’s (1996) National Science Education
Standards and the National Council of Teachers of Mathematics’ (1991) Professional Standards
for teaching mathematic (Sawyer, 2004) recommend negotiation and collaboration in inquiry
when it comes to teaching. He refers to socio-cultural studies that emphasis the importance of the
focus on the group, as opposed to the individual. This is the focus in improvised games that the
focus is on the group and game as a whole, as opposed to an individual. The social constructivist
theory suggests that to be an effective teacher you must be improvisational so that a class can co-
construct their own knowledge. “As Erickson noted, “talk among teachers and students in
lessons . . . can be seen as the collective improvisation of meaning and social organization from
moment to moment” (Sawyer, 2004, p.14). Improvisation is used as in the game 'give and take’
to help structure participation, timing, and knowing when to speak. This article also notes that
improvisation, be it theatrical or jazz, always happens within a structure. Theatrical
improvisations structure is formed with the outline of the basic rules or principles and the use of
IMPACT OF IMPROVISATION ON COMMUNICATION 22
games. This article helps point out the potential use of improvisation in the classroom. It can
assist in creating an open environment for communicating and learning.
Summary-Rationale
The basis of this research was to pull information from a variety of professional fields
that use communication. The use of theater has been used in the past in a number of fields to
help develop empathy, self-awareness and rhetoric skills. There is a difference between regular
theater and improvisational theater. The training involved has similarities, but improvisation is
primarily ‘group’ focused and spontaneous. To achieve this improvisational games have been
created, morphed and recreated to get the participants to communicate on a higher intra and
interpersonal level.
This literature review showed that improvisation is being used and studied as a
communication improvement tool for educators, medical professionals, leaders, and business
people. It showed that the use of these games could create an environment that opens
communication to achieve learning and innovation. It has a positive use as a tool to promote
confidence, empathy, listening skills, self-awareness, group awareness, focus in the moment, and
quick thought. Improvisation is a tool to be used alongside expertise that already exists in
organizations :( Miner, Bassoff, & Moorman,2001).
Research Questions
What makes improvisation work? The principles and rules help distract negative focus of
an individual’s intrapersonal perception to positive focus of the group interpersonally.
Improvisation is about making something happen in the present moment. Positive distractions
seem to be major elements of improvisational games and side coaching that help prevent
IMPACT OF IMPROVISATION ON COMMUNICATION 23
negative thoughts through cognitive dissonance and establish positive rules as structure with
AST. These distracting elements are the rules/principles of improvisation. The rules/principles
that will be focused on involve the use of speed or timed games, and focus on the group/game
goal. The specific research questions include the following:
R1: Does improvisation help with communication skills specifically, confidence
(cognitive dissonance), interpersonal group skills (AST), or learning (experiential learning).
If so how do they measure against each other?
R2: How do distraction elements help the games in achieving these skills? Focus on
rules/principles in improvisation that involve the use of speed or timed games, and focus on
the group/game goal.
R3: What rules or principles of improvisation (Appendix B) are the most effective?
IMPACT OF IMPROVISATION ON COMMUNICATION 24
Chapter 3: SCOPE AND METHODOLOGY
The Scope of the Study
The scope of this study highlights the affect improvisational games have on group
communication skills. Examples of specific games used in the beginning improvisation class are
listed in Appendix A they are organized under the principle or rule in which they are related. The
focus is on the skills of confidence (cognitive dissonance), interpersonal group skills (AST), and
learning (experiential learning). The distractive elements of Speed and Rules (Group and Game
goals) were measured as well the effectiveness of the rules or principles (Appendix B).
The two distracting elements of Improvisation:
Speed
Improvisation uses speed to create spontaneity and being in the moment. In order to
achieve this games associated with these elements focus on self-editing (over thinking), and
trusting your instincts. The study focuses on the reaction or affects of games associated with the
element of speed. These games are listed in Appendix A.
Rules- Group and Game goals
The study also focuses on games that help establish the basic rules (Appendix B), Yes,
and… (accepting and heightening), Give and take (listening), and Being in the moment. These
basic rules give the group a structurization to adapt to and rules on how to communicate to each
other.
IMPACT OF IMPROVISATION ON COMMUNICATION 25
Methodologies and Design
This study primarily focused on ethnographic research also known as field study. The
study utilizes observation, surveys, content analysis, and interviews with experts in the field of
improvisation. The documentation was conducted primarily through jotted notes used to refer to
moments and review (Newman, 2006). This method was useful in order to interpret real life
communication (Caputo, 2011). Observation focused primarily on confidence (cognitive
dissonance), interpersonal group skills (AST), and learning (experiential learning). Research and
studies on the use of improvisation in communication were utilized to analyze the elements
listed.
There was one environment studied in this ethnographic research. The categories within
this environment consist of the setting, student background, taxonomy, social scene and
reoccurring events that happen in the class (Caputo, 2011). The environment observed was an
eight-week adult improvisation class, for beginners. The adult improvisation class was held
through a local community college, continuing education department, in order to collect
ethnographic data.
The quantitative method used consisted of a survey that identifies any noticeable
differences in interpersonal communication skills. The survey was distributed after the last class
to assess if the students noticed any change in perception of interpersonal communication skills.
The areas of interpersonal skills surveyed were confidence (cognitive dissonance), interpersonal
group skills (AST), and learning (experiential learning). Content analysis was used to explore the
side coaching used by the improvisational instructor to produce results with students (Appendix
B). The attempt to analyze how these specific rules affected interpersonal communication within
IMPACT OF IMPROVISATION ON COMMUNICATION 26
the group in order to achieve their ultimate goal (Newman, 2006). Interviews with various
informants included instructors, and experts, to the art of improvisation.
Sampling
Purposive sampling was used for the interviews, surveys, and critical analysis to gather
data from informants within improvisation. The interviews included a variety of Improvisational
informants of various backgrounds. The sample of informants included an original Spolin Player
and student of Viola Spolin, the artistic director of training at The Second City in Chicago, and
an improvising instructor and company owner/producer with communications degree. The
improvisation instructors listed have also conducted improvisation workshops for educators,
corporations, and organizations. Accessibility to a diverse demographic sample was dependent
upon enrollment of the class. The sampling was opportunistic within the field study in observing
any changes of interpersonal skills among students. The field study environment varied
demographically in order to provide a better sampling frame (Newman, 2006). The accessibility
to the class was discussed and the informants had voluntarily agreed, and asked for no exchange.
The number of participants in the adult beginner’s class was seven adults.
Instrumentation and Procedures
The data collected evaluated confidence (cognitive dissonance), interpersonal group skills
(AST), and learning (experiential learning).The information collected resulted in a culmination
of performance measures, attitudinal measures, behavioral observations, interviews and
questionnaires. The Surveys conducted used the Likert scale, the field research is consistent with
Max Weber’s ideal type (Newman, 2006). The culmination of information was used to
determine any changes among students’ interpersonal skills after improvisational training. The
IMPACT OF IMPROVISATION ON COMMUNICATION 27
environment and informants allowed for a comparison between short-term exposure to
improvisation (beginning level class) and long-term exposure (Interviews) of improvisation. The
interview questions, listed under appendix C, provided insight into the effects of improvisation
on communication from the observation of experts in the field of improvisation (Newman,
2006).
Ethical Considerations
All persons involved were voluntary participants. Anonymity was protected by the use of
surveys taken privately and deposited in a central box; no names were listed on the survey or in
the study. Background information of those interviewed exposed their experience relevant to the
study. The participants gave e-mailed authorization and informed consent through the release
form listed under appendix E. The survey questions, under appendix D were kept anonymous.
IMPACT OF IMPROVISATION ON COMMUNICATION 28
Chapter 4: THE STUDY
Introduction
This study was designed to determine whether improvisation has an impact on
interpersonal communication skills. The skills focused on were of confidence (cognitive
dissonance), interpersonal group skills (AST), and learning (experiential learning). These
characteristics prove to be augmented through improvisational games. Improvisation is a great
tool and value to communicating outside of improvisational theatre. This study expands upon
the current research of improvisational techniques used as a communication tool. It also
establishes a need for the exploration of improvisation in other fields that demand high levels of
interpersonal communication skills. The following study discovered a relationship between
improvisation and interpersonal communication, and helped define the elements of improvisation
that affect interpersonal communication. This study contains the data analysis and results of two
parts the survey conducted and the interviews of experts in the field of improvisation.
SURVEY -Data Analysis
The demographics of the study consisted of a small control group of seven students, three
females, and four males. The age of the participants varied little a majority of students five out
of the seven participant’s ages ranged from fifty-two to sixty-four. Two of the seven students
ranged in age from thirty-five to forty-two. All participants were working professionals
unrelated to theatrical performance, fields included administrative, writing, education, legal,
finance, and computers. Five out of the seven participants in the study had formal education at
the graduate level; two participants had received a four-year degree.
IMPACT OF IMPROVISATION ON COMMUNICATION 29
Results of the Survey
The questions in the survey were distributed after the eight-week beginner’s class had
ended. The survey utilizes a quasi-filter of response options: Yes, No, and Not sure (Newman,
2006). The study measured whether or not there was an improvement in various communicative
skills. The skills focused on where listening, confidence, group communication. The other areas
of the study focused on were whether there was improvement on relationships outside of the
class with job satisfaction, romantic relationships, and overall communication skills. The final
point evaluated whether the students preferred experiential learning through improvisational
games as opposed to basic lecture.
The survey concluded that all participants noticed an improvement in confidence
and listening skills. All participants also, preferred to learning through the active participation of
the games, experientially. A majority of the participants six out of the seven noted an
improvement in group communication skills as well as overall communication skills. The
participants did not notice much improvement within their level of current job satisfaction, and
no participants saw any improvement in their romantic relationships.
Table 1
Survey for beginner’s improvisation class
Total
Participants
7
Improvement No improvement Not sure
Job satisfaction 3/7
(42.85%)
5/7
(71.42 %)
0/7
(0%)
Communication
skills
6/7
(85.7 %)
0/0
(0%)
1/7
(14.28%)
IMPACT OF IMPROVISATION ON COMMUNICATION 30
Romantic
relationships
0/7
(0%)
6/7
(85.7%)
1/7
(14.28%)
Confidence 7/7
(100%)
0/7
(0%)
0/7
(0%)
Listening
7/7
(100%)
0/7
(0%)
0/7
(0%)
Group
communication
6/7
(85.7%)
1/7
(14.28%)
0/7
(0%)
Prefer games 7/7
(100%)
Prefer Lecture
0/7
(0%)
RANKING OF IMPROVISATIONAL PRINCIPLES MOST HELPFUL TO LEAST
HELPFUL
Most helpful Helpful Least helpful
1-Yes, and… 5/7 1/7 1/7
2-Being in the moment 7/7 0/7 0/7
3-Give and Take 5/7 1/7 1/7
The survey allowed participants to rank rules on the same level with the same number. Example:
All the principles could be rank as 1 if the participant felt it’s level of importance was equal to
the other principles.
Discussion
The survey conducted helps to answer the research question- R1: Does improvisation
help with communication skills specifically, confidence (cognitive dissonance),
IMPACT OF IMPROVISATION ON COMMUNICATION 31
interpersonal group skills (AST), and learning (experiential learning). If so, how do they
measure against each other? The small survey conducted shows a noticeable improvement in
confidence, interpersonal group skills, and learning experientially. They all seemed to equally
measure on the same level as far as far as improvement in each area. The survey asked the
students to rank the principles of improvisation in order of most helpful to least. While a
majority of the students ranked the principles equally. The principle of being in the moment was
ranked highest in level of importance. This was probably because the participants saw the very
definition of improvisation as the ability to be in the moment. The principles of yes, and…, and
give and take are essentially principles that support being in the moment. Being in the moment is
the focus of clearing out preconceived thought or control over the situation or scene and moving
forward. In order to achieve this the two principles (yes, and.., and give and take) are many
times assumed tools used to achieve the primary principle of being in the moment. Yes, and... is
the ability to accept what information is given and to expand or heighten that information. Give
and take is basically listening and being available to support those you are listening to. This
section of the survey overall showed the reliance of these principles was equally important
communicatively to improvisation.
INTERVIEWS-Data Analysis
The interviews conducted were of a selected few whose background in improvisation was
extensive and varied in an attempt to provide a wider range of data; all those interviewed have
trained, performed, and taught improvisation for a minimum of ten years. The interviewees
consisted of three experts in the field of improvisation.
IMPACT OF IMPROVISATION ON COMMUNICATION 32
Interviewee I (I-1) - is the owner of an improvisational company in operation for over
five years, who teaches and directs improvisation on a regular basis. I-1 conducts workshops for
the public, kids, and for a variety of business professionals/corporations. I-1 has a BA in
communications from DePaul University and study at The Second City training center in
Chicago, IL. I-1 has applied their knowledge of communications and improvisation to thier work
in marketing, sales, public relations, and customer relations.
Interviewee II (I-2)-is the current artistic director of the school of improvisation training
center at The Second City in Chicago, Il, which is the top training center or improvisation
internationally. The training center teaches improvisation for a number of uses, performance,
education, and for business and corporate workshops. I-3 has performed, directed and taught
improvisation for over ten years.
Interviewee III (I-3)- is an Adjunct Professor of Business Administration for The Fuqua
School of Business, Duke University. He also is the CEO of Business Improvisations, based out
of Chicago, Los Angeles, and New York. For over fifteen years Bob has performed and taught
improvisation internationally. His teaching and performing credits include Chicago's Second
City (master artist in residence), Improv Olympic (resident company/faculty), Columbia College,
London TheaterSports, The Banff Centre, The Australian Graduate School of Management,
UCLA Anderson School of Management, and Columbia University Business School. His
consulting and teaching work in leadership and managerial improvisation includes emphases on
team skills, fostering a collaborative corporate culture, whole body listening, busting blocks to
creativity, conflict management, dyadic relationships, creative and adaptive problem solving,
leadership, and fostering creative cultures.
IMPACT OF IMPROVISATION ON COMMUNICATION 33
The survey questions help to answer the research questions R1 and R3 from the
student’s point of view. While all the research questions were asked to those interviewed on
research question R2 was directed solely to those who have taught improvisation and used these
distraction elements within their side coaching of students. R2: How do distraction elements
help the games in achieving these skills? Focus on rules/principles in improvisation that
involve the use of speed or timed games, and focus on the group/game goal.
Results of the Interviews
INTERVIEW (I-1)
1. Through your experience and previous observation of improvisation, how do you think
improvisation affects interpersonal communication skills?
“The Main elements are listening, and being active in the moment. When you listen, or are
actively practicing give and take, everything else falls in to place. You can’t Yes, and… or
support, heighten and move forward with improvisation. Intuition is key to not just my
classes but in how I conduct my own life. It is critical to many of my gut decisions, now that
I own my own business I preach it. In the work force, you are conditioned to not make
emotional decisions. People judge or condemn decisions based on intuition or emotion. I
finally trusted my instincts, began following the yes, and… concept for myself, and learned
to trust my gut. In the end it does work. When it comes to people, intuition is a natural skill
people have. It is the ability to link people together through a shared a shared energy. This
innate s something that we have been conditioned to ignore. We have been told we can’t
have this skill anymore, in the workplace and our lives, essentially, we are told to rely on the
information handed (like media) to us and are told how to respond to it (like in schools, with
IMPACT OF IMPROVISATION ON COMMUNICATION 34
rote learning). Intuition validates the individuals thoughts and teaches us to rely on ourselves
and make our own decisions. Most adults do it. “
2. How does improvisation specifically affect (if at all), confidence (cognitive dissonance),
interpersonal group skills (AST), or learning (experiential learning).
“Through the experiential training aspect you gain confidence it happens with my students in
every class they are completely different people after the workshops. The experience is like
a magic bullet that brings you to a confidence. The rules of improv should be the rules of life
when those rules are set-you use them to succeed. One student of my stated “Improv also
gave me the confidence to leave a dead end direct sales job and get another one that I felt
good about and believed in. I’m no longer afraid to approach people and tell them what I do.
I am able to make more confident decisions and speak out without the fear of rejection” So
many rules of improvisation can be used to affect people’s personal and philosophical
perspectives of life and decision-making. The corporate setting is different (according to
affecting, confidence, interpersonal group skills, and learning) because not everyone wants to
be there. I tell them up front ‘You aren’t going to like me for the 1st hour and you are going
to feel awkward and uncomfortable.’ When you are honest and communicate upfront about
improv rules, it seems to help. People find security in rules and instruction the improv rules
set the tone to be successful in any situation, because these rules help people to realize how
to think on their own, break conventional social rules, and ultimately begin to think outside
the box.”
3. What are (if any) negative aspects of improvisation in communication specifically
interpersonal skills?
IMPACT OF IMPROVISATION ON COMMUNICATION 35
“Sometimes, I’m a bigger smart ass than ever. Some people can become over confident and
forget the balance required by following all the rules in improve, if they become complacent
and forget rules like give and take, yes, and…,they are quick to fail.”
4. By observing improvisation what kind of interpersonal skills do you see improve
primarily, confidence (cognitive dissonance), interpersonal group skills (AST), or
learning (experiential learning)? Please explain, give examples of games, rules and
principles that apply.
“Confidence #1 overall communication listening, observing, intuition all tied together.
Through the workshops, I teach to businesses and corporations, sales have doubled due to
employees listening to clients. Some quotes from previous workshop participants are
“Improv teaches you how to think on your feet and how to react and adapt very quickly to
unexpected events and things you may not have planned for.” Improv helps with…so
much….problem solving, active listening and verbal and non verbal communication, being
comfortable in front of one or a group of people, collaboration, innovation and creativity,
listening inter and intra-personally, being engaging and present, teambuilding, avoiding
judgment of self and others, conquering the fear of mistakes, and making more confident
choices.”
5. Over time with continued training or lack of training, do these skills progress, remain
neutral or, digress?
“There is a huge difference continuing in practice. It’s like practicing your golf swing it’s
like a mental exercise. You have to build and maintain those mental muscles.”
IMPACT OF IMPROVISATION ON COMMUNICATION 36
6. Do improvisational groups or troupes ever fail, if so why specifically in relationship to,
confidence (cognitive dissonance), interpersonal group skills (AST), or learning
(experiential learning)?
“Troupes fail when they lose commitment. If commitment is not there a troupe or even a
business professionals/organizations in general fail. Just like in performing improv you have
to commit in order to make decisions, and be present be in the moment of a scene. The other
failing point is when the group fails to listen to each other. When the group becomes
individualized and stops working as a team. I am also a fan of tough love commitment you
put in the effort and time to exercise with improv you will see success. “
7. When an improvisational troupe is successful how long does it take for them to bond or
for you to see improvement?
“The players spend a lot of time together as a troupe, if they are successful. It depends on
those who work, those who work and support each other bond quicker. We develop group
dynamic in and outside rehearsals so they are also connected on a social level, the seasoned
players build up the new players.”
8. What elements make a group or troupe successful?
“I would say Give and Take or listening and support. It also seems to be the biggest
challenge with new students.”
9. How do distraction elements like rules/principles in improvisation that involve the use of
speed or timed games, and focus on the group/game goal help the games in achieving
these skills?
IMPACT OF IMPROVISATION ON COMMUNICATION 37
“People are so easily distracted by internal thoughts of control and self-editing these
distraction elements help in keeping attention on the group goal and maintaining being in the
moment. Rules- really help in feeling free to be creative and not worrying about failing.
They are freeing the rules are established as an exercise so that once a player has built the
mental muscles needed, they can be free enough to break the rules, at the same time and
create harmony or team synergy.”
10. What rules or principles of improvisation (Appendix B) are the most effective?
“Yes, and… The "yes" means unconditional acceptance and the "and" means you are taking
the idea and building directly upon it. We are encouraging buy-in of the ideas and ownership
of every individual participating in the success of the activity overall.”
Interview (I-2)
1. Has improvisation improved your satisfaction with your current field?
“Improvisation is not just helpful with my work and communications skills, but it is a way of
life. The rules of Improvisation apply to leadership and making life decisions, being in the
moment is essentially living in the moment.”
2. Does improvisation affect communication skills if so how?
“Yes. We, at Second City have customized curriculum to specifically teach communication
skills, we’ve taught to groups organizations, businesses, and corporations. We focus on the
intuitional and typical cues of communication that can be taught and learned in order to be
able to better perceive signals, specifically through improvisational training. Improvisation
can train your mind to be better receptive to communication signals. We focus on listening,
IMPACT OF IMPROVISATION ON COMMUNICATION 38
eye contact, and learning how our bodies convey receptiveness, or not. The practice of
improv is like a mental exercise. When we improvise scenes, we are building and discovering
a story that has never been told in conjunction with multiple people. You have to be flexible,
and listening, neither one of you can control directly what is going on. You are building
something that stands as a sum that is greater than its parts. You have to be mentally prepared
to give up your control of an idea at the same time you have to be proactively making offers.
For example, if you see it as building a cathedral together, you put a brick down my partner
puts a brick down and in the end, you have this amazing thing that never existed before. That
dichotomy of surrendering your own will with bringing something to the table, or yes,
and…is a staple communication skill. This is not just for communicating a story on stage but
also for being able to work with other people in corporations or organizations. It is the lack
or breakdown of those skills that hurt organizations and corporations. It keeps them from
moving forward and accomplishing their goals. This causes people to be stifled and
unproductive. We work on reestablishing these basic communication skills. Through games
so we do games that get people to let go of control, open up, listen and rely on each other.
We do exercises that force you to make strong offers. These games are designed to make you
feel powerful as a creator. When you mix the idea of individuals making creative offers with
scene partners that are making their own offers, and all involved are able to surrender their
own will to what the outside scene needs, then you have a pretty effective means of creating
something valuable. When we learn to turn off our internal self-editing, judgment, and doubt
then we learn to make positive offers instead of negatively shooting down offers. This is a
practical tool for businesses and organizations to increase productivity, and innovation. We
are surprised that people don’t think about these things, we live in a very individual focused
IMPACT OF IMPROVISATION ON COMMUNICATION 39
type of culture. We don’t try to stifle individualism, but improvisation is an ensemble based
art form, you learn to empower other people’s ideas and learn to live the philosophy of Yes,
and… on a grander scale. “
3. What are (if any) negative aspects of improvisation in communication specifically
interpersonal skills?
“In a few cases improv does not work, just like a democracy doesn’t work all the time.
Sometimes a dictatorship is necessary because not all ideas work, or you have to carry the
weight or lead until everyone jumps on board. Sometimes classes fail because a company has
hired us and the participants do not agree or have no interest in learning or willingness to
experience it, you can’t force it. Sometimes improve is better used in a different light as in
sketch comedy writing. Improv is used as a means to find repeatable scripted material, or to
generate ideas. “
4. Does improvisation affect confidence levels in your students if so how?
“Yes and, being in the moment, and give and take are the key elements of improvisation.
Improvisation uses the speed and the rules to create confidence. People get nervous when
things are out of their control, most students take improvisation so that they can learn to be
more flexible, and comfortable being in situations they can’t control. Whether it be people
staring at you or, having to do anything in front of a crowd. Improv allows you to trust that,
even if you make a decision that fails then that failure can be turned into a success. We learn
to conquer that fear of judgment and failure. I see many students that are shy but curious.,
When you put them in situations supported by the class, instructor, and ensemble then that
IMPACT OF IMPROVISATION ON COMMUNICATION 40
student learns that a perceived mistake can simply be spun in another direction to become
successful. When all players are listening and supporting it creates something very powerful.
When you are presented with yes, and… the student feels less self-conscious about making
offers and putting themselves out there. Confidence is about being willing to make an offer
and not fear its failure. “
5. Does improvisation affect listening skills if so how?
“Most successful improvisers have a very shrewd ear; they are listening on a level that is
beyond hearing. It takes comprehension and addiction to cues (these are non-critical terms).
They are tuned into the subtext of their partners their brains are automatically, without
thinking hard about it, searching for connections and relationships that relate to the real
world. Most people aren’t tuned in. A game like red ball, involves concentration. The
receiver or players have to be actively looking, and listening. This can be a revelation for
some people, because most people assume listening is a very passive thing. You sit back and
wait for someone else to get your attention then you listen. Decent ensembles are actively
seeking and open to messages. We rely on listening, eye contact, body language etc... This
proactive listening seems to seep in to students even being away from class it improves.”
6. Does improvisation affect communication skills within a group, if so how?
“There are basic honorable truths about how ensembles work together. Some of these things
transcend improvisation. You want to create a fair supportive environment so there are
certain things within a group that you have to agree, upon. For instance, let’s agree to not
interrupt each other, or pause the scene for too long. Some of these things can help in
IMPACT OF IMPROVISATION ON COMMUNICATION 41
building groups cohesiveness. Improv is like exercise, you are developing a muscle in the
body. The more you do it the easier it is to be in that state of mind. Our classes meet once a
week for a block of time. Many times the learning comes from what the students get outside
of class. If you practice in class, and you go away for a while, it gives the mind a chance to
process what was going on, so when the student returns you see an improvement.”
7. Did you find your students learn better through their experience with the improvisational
games or through lecture?
“Most definitely, active participation, working through experience. This is an experiential art
form, we learn through doing. Actively participating keeps people out of their heads. The
improvisers don’t stop at the classroom. They hang out socially and the process continues
outside of class.”
8. Over time with continued training or lack of training, do these skills progress, remain neutral
or, digress?
“The more time and practice the more ones perspective changes to coincide with the rules.
Continued training works again like the exercise. “
9. What is the purpose of distraction elements like rules/principles in improvisation, the use of
speed or timed games, and focus of the group/game goals? How do these elements affect
confidence and interpersonal communication skills?
“It cuts out self-editing and forces a reliance on listening, accepting and heightening. It helps
in the generation of ideas.”
10. What rules or principles of improvisation (Appendix B) are the most effective?
All three rules are equally effective improv cannot work without all these elements in effect
at once.
IMPACT OF IMPROVISATION ON COMMUNICATION 42
Interview (I-3)
1. Are Yes, and..., being in the moment, and give take the 3 grounding principles of
improvisation as it applies to communication?
“Yes.”
2. Has improvisation improved your satisfaction with your current field?
“Tremendously improvisation is my current field. My professional degree is in business. I
left that to become a professional improviser in the mid nineties when that term was a
contradiction. I went broke and left all that to become a professional improviser who teaches
improvisation to corporate types, of the University at Duke and the direct corporate level. So,
I found a way to make a living at improvisation through thinking outside the box. “
3. Does improvisation affect communication skills if so how?
“Absolutely, with those three basic principles communication skills are affected. Yes, and…,
with adaptability are particularly important. People who are adept at improvisation become
more flexible, not necessarily with their specific opinions, but accepting others opinions.
They are influenced by those opinions, so they can see a number of different right answers,
instead of just one right or wrong answer. Therefore, this becomes an extension of conflict
management. When you get into a debate you can yes, and… yourself out of sticky
situations, it becomes less of the personal and more about the issue in the middle.”
4. Does improvisation affect confidence levels in your students if so how?
IMPACT OF IMPROVISATION ON COMMUNICATION 43
“Improv calls for people to access parts of themselves. Therefore, it is very authentic in that
way. When people access parts of themselves that they have not accessed in a while whether
its freedom of play, or emotions (very often you have to have emotions readily available in
improvisation) it becomes for some people cathartic and empowering. It creates a different
level of understanding of an individual (who you are) in relation to other people. “
5. Does improvisation affect listening skills if so how?
“What?........it’s a joke. Of course it affects listening skills, for the three principles
mentioned. If you are really, present and in the moment and abiding by the tenants of Yes,
and…then you are taking something that someone has offered you , you accept it and adding
to it by building directly on it, heightening it or simply giving your perspective on what was
given to you. So it forces the brain to slow down and stay present in the moment. I go back to
the old improve phrase words are gold. If words are gold, according to give and take, you
don’t waste gold. You don’t just throw them out everywhere, you become much more
selective of what you say. Also, if words are gold, you collect them. You collect them like
they are very valuable you don’t dismiss them, you cherish what other people give you so it
becomes like gifts. This places value not only on the words it holds the people that are
saying the words valuable. In relation to communication, it engenders trust by extension
relationship building.”
6. Does improvisation affect communication skills within a group, if so how?
“I think it is roughly the same. I do a lot of group stuff with Columbia and their social
sciences department. I think give and take along with adaptability allows for a larger
IMPACT OF IMPROVISATION ON COMMUNICATION 44
exchange of ideas. True improv, if you are listening in the moment and valuing each word,
you are slowing the brain down and listening. Therefore, it is common for a group of
improvisers to be having multiples conversations at the same time and not even realize it
because their listening skills and acceptance skills, reasoning skills are so strong. You could
be in a room with several people talking to one person, while knowing what another person
across the room is saying, then chime in on the other conversation then come back to your
own conversation without missing a beat.”
7. Did you find your students learn better through their experience with the improvisational
games or through lecture?
“Active learning for improvisation is the best teacher. If you are teaching something like
math and science, that involves equations or formulas it is probably better to learn the
formulas that have already been proven as opposed to combining combustible elements that
are going to cause explosions. Sometimes tested formulas work so there is no need to
improvise but to rely on what has been established and improvise when needed. Improv is
very much experiential many people work very well with learning by doing; it can really
create a muscle memory that will not exist by reading, or lecture. Continual training works
the mental muscles of communication. Improvisation at its root is really a communication
based art form. Even people that improvise solo are not alone; it is still a group effort, like a
stand-up comedian. They are working with an audience, the y are communicating back and
forth with each other. So looking at the brain there are certain components that effect
communication and like any exercise if you work those muscles they become stronger, this
goes back to muscle memory. Improvisers are much more adept at communication skills.”
IMPACT OF IMPROVISATION ON COMMUNICATION 45
8. What are (if any) negative aspects of improvisation in communication specifically
interpersonal skills?
“Yes, narcissism! I think many improvisers like to talk about themselves. A narcissism
exists with people who want to perform. Therefore, you get a group of improvisers together
and they always want to talk about improv and themselves. So as much as it can be an
authentic and an individual journey that anyone goes through in improvisation, it relates to an
articulation of that individual journey. Sometimes, when confidence levels are boosted
people start talking more, the listening or give and take skills can be lost. In reality or truth,
the most confident people listen more. “
9. Over time with continued training or lack of training, do these skills progress, remain neutral
or, digress?
“I think it’s depends on the individual. Overall, they improve unless they get to a point where
they become too comfortable and they stop trying, at that point, they may dip a little bit.
Even with that, those that study improv are better at communicating.”
10. What is the purpose of distraction elements like rules/principles in improvisation, the use of
speed or timed games, and focus of the group/game goals? How do these elements affect
confidence and interpersonal communication skills
“Personally, you learn the games to learn structure. Short form limits what you can do, more
than the long form. I go back to adaptability; I think overall, they strengthen the way that
people communicate with each other. With speed, timeline or specific rules you still must
effectively communicate inside those parameters. Improv should not allow you time to think,
you should be in the moment. I do not know if I would call it distracting they are just the
rules of the game. Just like when you learn to play baseball you learn the rules of the game,
IMPACT OF IMPROVISATION ON COMMUNICATION 46
once you learn the rules you do not think about the rules you just do them. Like any sport,
same with improv you learn the rules in order to play the game with other people, once you
get them down it becomes second nature and that naturally cares over into communication.”
Discussion
R1: Does improvisation help with communication skills specifically, confidence (cognitive
dissonance), interpersonal group skills (AST), or learning (experiential learning).
If so how do they measure against each other?
The interviews conclude that yes improve does help communication skills, specifically
interpersonal and those listed above. Overall, the use of the three basic rules of Yes, and…,
Being in the moment, and give and take were noted as being the basic founding elements of
improvisation. Through the interviews, these principles concur with the definitions of these
terms listed in Appendix B. All of these principles were referred to as the basis for building
strong interpersonal communication skills. Confidence seemed to be the primary skill improved
as well as creating an accepting environment through the use of yes, and…”
R2: How do distraction elements help the games in achieving these skills? Focus on
rules/principles in improvisation that involve the use of speed or timed games, and focus on
the group/game goal.
A majority of those interviewed stated that these elements helped with focus though elimination
of self-editing, and control. It forces the students to rely on the rules or principles. These rules
and principles once second nature can be broken, or no longer have to be stated because
IMPACT OF IMPROVISATION ON COMMUNICATION 47
confidence, group interpersonal skills, have been improved enough that they can communicate
positively, and effectively through experiential learning.
R3: What rules or principles of improvisation (Appendix B) are the most effective?
Overall, the three basic rules are equally effective. Being in the moment, relies on Yes, and…,
and give and take. These principles seem to rely on each other for improvisation and group
communication to happen effectively. Yes, and… seems to promote the open and secure
environment that is needed for people to participate. Give and take provides the listening skills
needed for the participation to happen without chaos or interruption. All experts mentioned the
application of improvisational training and the principles or rules to not just communication but
as a philosophy for life or life skills. Being in the moment can refer to living in the moment, yes,
and…, is the acceptance and building upon what life gives you, and give and take is trusting in
intuition knowing when to act or listen.
IMPACT OF IMPROVISATION ON COMMUNICATION 48
CHAPTER 5: SUMMARIES AND CONCLUSIONS
Limitations to the Study
The limitations to this study were the inability to observe the students’ interpersonal
skills prior to the improvisation class. The other issues included the need for a larger
demographic, a wider scale of environments, a larger number of participants and those who did
not choose to take an improvisation class.
The limitations to this survey were the simplicity, and the small number of participants.
Although, the demographic consisted of professionals unrelated to theater, the demographic was
heavily older and at higher levels educationally. This survey would vary if the demographic
were mixed with younger and less educated individuals. In addition, the ranking of principles
needed to be more clearly stated. A better connection of the principles to daily and professional
communication needed could have been more clearly established.
Further Study
The interviews revealed that the three principles of improvisation are not only applicable
to improvisational training as a performance but also to building communication skills and a life
philosophy. This discovery of improvisation as a philosophy or metaphor for life was a
something that this study unexpectedly revealed. This aspect was a nuance that should lead to
future study, and further research in the relation of improvisation and leadership. Another
possibility of further research discovered through literature review was the affects of
improvisational training physiologically and mentally. All interviewed referred to improvisation
s a mental exercise in communication. Through my research, I did find an article that related to
this reference. A study through John Hopkins University recently revealed a connection to the
IMPACT OF IMPROVISATION ON COMMUNICATION 49
training or practice of improvisational jazz and an actual physiological effect on the brain (Johns
Hopkins Medical Institutions, 2008). The study showed through CT scans that the practice of
improvisational jazz could actually rewire the brain. (Since the improvisational performance is
similar to improvisational, jazz this aspect is another application of improvisation that requires
further research and study.
There is a need to translate this world of improvisation to the real world of
communication. Improvisation as a performance continues to grow and create new forms. There
are over sixty different improvisational troupes in Chicago alone. These experimental theatres
are creating different forms of improvisation individually. It is time to start taking that creativity
to other areas such as communication, leadership, and professionals that work with others, such
as businessperson and client.
Although there is a shortage of both field studies and empirical studies on improvisation,
prior research in improvisation and communication has largely been qualitative. A quantitative
study needs to form in order to take improvisation out of the arts and into research and
eventually develop grounded theory for communication and improvisation. Although
improvisation can be used for artistic creativity, its use as a communicative tool has not been
completely tapped into. Most information on improvisation is opinionated articles. There are few
studies, partly because those recognizing improvisations potential fail to provide adequate
research or studies that provide substantial evidence. Therefore, improvisation needs to be
officially recognized as a communicative tool, not just a theatrical experiment.
IMPACT OF IMPROVISATION ON COMMUNICATION 50
Conclusions
This paper concluded in finding a definite connection between improvisational training
and the building of many interpersonal communication skills. The skills affected the most were,
according to the survey and interviews, teambuilding, confidence, empathy, listening, self-
awareness, group awareness, quick thought and focus in the moment.
Through the interviews conducted, a common thread emerged in the acknowledgment
and agreement of the three basic founding principles defined in this paper as Being in the
moment, yes, and…, and give and take , from the various experts in the field of improvisation.
This helped to create a common definition and a basic structure that helped in identifying the
founding principles. This was imperative in order to attempt a connective bridge to those already
defined communication skills and theories. In defining the three principles, the ability to look
deeper in to improvisational training’s connection to the world outside of performance games
became possible through the studies conducted. The games were then focused on to reveal that
the use of speed, and rules as distracting elements were the primary tactics used in a majority of
improvisational games to get people to participate and start exercising the use of the three
principles of improvisations. The communication theories in this study of cognitive dissonance
(Aronson, 1992), Adaptive Structuration Theory (Griffin, 2009), and the philosophies of
experiential learning through John Dewey (Dewey, Alexander, & Hickman, 1998), and Viola
Spolin (Spolin, 1963) were connected to the three principles of improvisation. They showed a
positive application of these theories in conjunction with improvisation al training.
The literature reviews in comparison to this study overall concur. Improvisation, as noted
in the interviews, successfully builds adaptability and flexibility (Vera & Crossan, 2005).
IMPACT OF IMPROVISATION ON COMMUNICATION 51
Improvisation is very useful in innovation but should not be used instead of trusted and tested
methods as mentioned by both Interviewee I-3, and the field study Organizational Improvisation
and Learning: (Miner, Bassoff, & Moorman, 2001). All the other studies in the literature review
coincided with the majority of this study.
IMPACT OF IMPROVISATION ON COMMUNICATION 52
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Psychological Inquiry. 3(4), 303 – 311
Boesen, K. P., Herrier, R. N., Apar, D. A., & Jackowski, R. M. (2009). Improvisational
Exercises to Improve Pharmacy Students' Professional Communication Skills. American
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Floyd, K. (2010). Interpersonal communication: the whole story. New York: Mcgraw-Hill
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Griffin, E. A. (2008). A first look at communication theory (7. ed.). Boston: McGraw-Hill Higher
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Halpern, C., Close, D., & Johnson, K. (1994). Truth in comedy: the manual of Improvisation.
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Hoffman, A., Utley, B., & Ciccarone, D. (2008). Improving medical student communication
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Moffit, D. (n.d.). The Spolin Center - Viola Spolin Biography. The Spolin Center - about The
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Rubin, Rebecca B., Rubin, Alan M., & Haridakis, Paul. (2009). Communication Research:
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Scruggs, M., & McKnight, K. S. (2008). The Second City guide to improv in the classroom:
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Southern Illinois University Press.
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IMPACT OF IMPROVISATION ON COMMUNICATION 55
APPENDIXES
APPENDIX A
GAME EXAMPLES
Improvisation game names vary according to the instructor and their training. The examples here
were taken directly from the Improv encyclopedia http://improvencyclopedia.org/ for easy
reference. The example games listed were some of the games played in the improvisation class
by the participants of the study.
RULE/PRINCIPLE ESTABLISHING GAMES:
YES, AND… GAMES
Yes Lets
Pick a group activity, like throwing a party or organizing a picnic. One player starts, saying
"Let`s ..." filling in what she wants to do. Then she starts actually doing what she said she
wanted to do. A second player jumps in, saying "Let`s ..." do something else, to advance the
group activity. Both players say "Yes, let`s do that" and start doing whatever suggested. Third
player jumps in, suggests what to do, and again all players loudly agree to do it, and actually do
it. Continue till everyone has suggested something.
Accepting Circle
Get everyone in a big circle. One player starts by making a little gesture, perhaps with a little
sound. His or her neighbor then tries and does exactly the same. And so on. Although we expect
the gesture/sound not to change, it will.
IMPACT OF IMPROVISATION ON COMMUNICATION 56
Notes
Watch for movements that suddenly change left/right arm or leg. This is not really supposed to
happen, but it will. Once happened, it should be accepted by the next player. Also, watch/listen
for little moans or sighs that players might make before or after their turn - these should also be
taken over by the next player.
GIVE AND TAKE
Give and Take
This is a variation on Walking by Numbers : all players find a position the room. One person
must always make sound and one person must walk. This can be the same person who is walking
and making sound but it could be one person walking while a different person is making sound.
The focus can be given (i.e. a walker stops walking) or can be taken (i.e. someone else starts
walking; the original walker must stop then). Feel free to try with multiple walkers.
Point of View
Improvise a simple scene. Then the scene is replayed, from the point of view of one of the
characters. You can replay several times, from several POVs. Make sure the scene is such that
the relationships between the characters allow for clear POVs. A scene about dryly buying a pair
of shoes does not lead to exciting POVs... Also known as Rashomon. - after the movie by Akira
Kurosawa, that follows different points of view as well. For the same reason also known by the
name Also known as Kurosawa..
IMPACT OF IMPROVISATION ON COMMUNICATION 57
The technique can be used as an excellent Narration Exercise : have one improviser tell a story,
something simple like what happened to him or her today, interacting with other characters.
After that, other players talk about the interaction from the POV of one of the characters in the
original.
Mirror in Circle
All players in a circle. Make eye contact with the player immediately in front of you, or on the
other side of the circle and start mirroring each other. Once the routine is established, they both
start to walk to the center of the circle and stop when they are close enough to touch, still
mirroring each other. All the players should reach the center of the circle at the same time.
Variations
Participants can mirror who ever they want to in the circle and shouldn't let the person they're
mirroring guess that they are being mirrored.
Alternatively, one player gets out of the room and waits outside while somebody is designated in
the circle to be copied by all the other members of the circle. The player waiting outside is called
back in and has to guess, by observing the circle, who is originating the movements that
everyone else is copying.
BEING IN THE MOMENT
Crisis Situation
Great exercise for spontaneity. 2 players on stage approach each other with a crisis, and an object
IMPACT OF IMPROVISATION ON COMMUNICATION 58
unrelated to the crisis. After each has presented his or hers, each solves the other`s crisis with
their own object. Replies must be instantaneous and may be ridiculous.
Example:
Player A: My wife left me and I`m stuck here with this t-shirt
Player B: I got robbed and all I have left is my good looks.
Player A: Here`s my t-shirt; you can sell it and make some money.
Player B: Erm... Marry me.
Surprise Movement
Have everyone walk around leisurely. Tel them to stop and start make a movement, a gesture, a
sound, anything really. Let the players repeat the gesture until they know what they `are`. The
idea is not to preconceive, but to let it happen. Players may turn out to be dish washers, ushers,
lawn mowers, ping pong balls, whatever. Explain that there are no wrong answers. Tell the
players just to acknowledge what they `are` for themselves, and then move on, stop again and
make another gesture/movement/sound.
Ding
A scene is played. Whenever the MC ring a bell (or yells `Ding`), the player that is doing
something/saying something needs to say/do something else.
Notes -Doing `something else` is quite often interpreted as doing/saying the opposite of what you
did before. One can be more creative, e.g. repeat what was said in a different emotion.
IMPACT OF IMPROVISATION ON COMMUNICATION 59
If you use this as an exercise on Spontaneity the trainer can `Ding` quite often (very frustrating
for the players, but they will come up with stuff they never would have thought of before).
Disadvantage of this is that the story/characters tend to get lost. Use sparingly for performance.
Also known as Other Choice.
IMPACT OF IMPROVISATION ON COMMUNICATION 60
APPENDIX B
THREE BASIC RULES THAT ARE GROUNDING PRINCIPLES FOR
IMPROVISAITON.
Yes, and…,
-“Yes, and…” Accept or empathize with what is given to you communicatively and heighten that
dialogue information and or action.
-Make Action choices- Make a decision or do something that ignites an action, move the scene
forward by making a decision that makes a stand on something. Also referred to as ‘today is the
day’ something happens.
Being in the moment
- Spontaneity- referred to in improvisation as don’t think, be in the moment, do not self-edit,
trust your instincts, be honest.
-Make bold choices- assumptions, statements, and avoid questions.
-Assume you know someone for at least six months- when you know someone for more than six
months you are able to start in the middle of a situation, or scene.
Give and Take
-Listen, Intuition, or Give and take – the ability to read others, knows when to needed, and when
to back off or stop a scene or communication.
IMPACT OF IMPROVISATION ON COMMUNICATION 61
APPENDIX C
INTERVIEW QUESTIONS
Through your experience and professional background with improvisation, please iterate the
observations you have noticed with the following questions.
1. Has improvisation improved your satisfaction with your current field?
2. Does improvisation affect communication skills if so how?
3. Does improvisation affect confidence levels in your students if so how?
4. Does improvisation affect listening skills if so how?
5. Does improvisation affect communication skills within a group, if so how?
6. Did you find your students learn better through their experience with the improvisational
games or through lecture? Active working
7. What are (if any) negative aspects of improvisation in communication specifically
interpersonal skills?
8. Over time with continued training or lack of training, do these skills progress, remain
neutral or, digress?
9. What is the purpose of distraction elements like rules/principles in improvisation, the use
of speed or timed games, and focus of the group/game goals? How do these elements
affect confidence and interpersonal communication skills
10. What rules or principles of improvisation (Appendix B) are the most effective?
IMPACT OF IMPROVISATION ON COMMUNICATION 62
APPENDIX D
Improvisation Survey
The following questionnaire is being used to measure any differences in interpersonal
communication skills that have been affected by the improvisation class you just took.
Answer one of the following for each question, type the corresponding # after each
question/statement.
1- for Yes
2- for No
3- for Not sure SURVEY QUESTIONS
Interpersonal Skills and
I. Demographic-
11. Please, answer the questions below as objectively as you can.
12. Gender:
13. Age:
14. What is the highest degree of formal education that you have achieved?
15. What field do you work in?
16. How would you classify your socio-economic status? In the options below, please, select
the closest level. Upper, Middle, or Lower Class.
17. What is your ethnicity?
II. Research Questions
18. Has the improvisation class improved your satisfaction with your current field?
19. How would you rate your communication skills before the improv class?
IMPACT OF IMPROVISATION ON COMMUNICATION 63
20. After?
21. How would you rate your romantic relationship before the improve class?
22. After?
23. After taking the improvisation class, have you noticed an improvement in your
confidence level?
24. After taking the improvisation class, have you noticed an improvement in listening skills?
25. After taking the improvisation class, have you noticed an improvement in communicating
within a group?
26. Did you learn more communicatively through your experience with the improvisational
games or through lecture?
27. I noticed a positive difference in confidence (cognitive dissonance), interpersonal group
skills (AST), and learning (experiential learning).
III. Basic Rules Ranking
Please rank the rules in improvisation from most helpful or important to least helpful or
important communicatively on the scale of 1-3 after each line/rule. If you feel any rules
belong on the same level, please rank them with the same number 1 being most helpful or
important and 3 being the least helpful or important.
Yes, and…,
Being in the moment
Give and Take
Additional Comments:
IMPACT OF IMPROVISATION ON COMMUNICATION 64
APPENDIX E
Release Form
I agree to participate in the study conducted through documentation by Brooklin Green. The
purpose of the research project is to measure how improvisational training through games affects
interpersonal communication.
I understand and consent to the use and release of the audiotape and or observation documented
through written notes by Brooklin Green. I understand that the information is for research
purposes only and that my name and image will not be used for any other purpose. I relinquish
any rights to the documentation and understand the documentation may be copied and used by
Brooklin Green without further permission. I understand that I can refuse participation at any
time.
I agree I will instantly raise any concerns or areas of discomfort with the study to Brooklin
Green.
Please sign your name:____________________________________________________
Date:______________________________________________________________
Print Name: ______________________________________________
Thank you!
Your participation is greatly appreciated!
IMPACT OF IMPROVISATION ON COMMUNICATION 65
APPENDIX F
E-mailed Release Form
Please respond via e-mail stating that you agree to the release below.
Thank you!
Your participation is greatly appreciated!
Release Form
I agree to participate in the study conducted through observation, jotted notes and or audio
documentation by Brooklin Green. The purpose of the research project is to measure how
improvisational training through games affects interpersonal communication.
I understand and consent to the use and release of the documentation by Brooklin Green. I
understand that the information is for research purposes only and that my name and will not be
used for any other purpose. I relinquish any rights to the documentation and understand the
documentation may be copied and used by Brooklin Green without further permission. I
understand that I do not have to participate.
I agree I will instantly raise any concerns or areas of discomfort with the study to Brooklin
Green.
By replying via-e-mail, I am giving my consent to this release form.