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Learning and Creativity through Cons...

Phonethibsavads, Anthony.

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Learning and Creativity through Consensus-Building and Rules-Deviation in Improvisational Theater.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Learning and Creativity through Consensus-Building and Rules-Deviation in Improvisational Theater./
作者:	Phonethibsavads, Anthony.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	212 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-03, Section: A.
Contained By:	Dissertations Abstracts International82-03A.
標題:	Performing arts education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28086502
ISBN:	9798664752304

Learning and Creativity through Consensus-Building and Rules-Deviation in Improvisational Theater.
Phonethibsavads, Anthony.

Learning and Creativity through Consensus-Building and Rules-Deviation in Improvisational Theater. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 212 p.

Source: Dissertations Abstracts International, Volume: 82-03, Section: A.

Thesis (Ph.D.)--Indiana University, 2020.

This item must not be sold to any third party vendors.

This dissertation examines learning and creativity in improvisational theater (a.k.a., improv, impro) how rule-breaking affects learning and creativity. This study examines rules across three dimensions: First, rules in relation to naturally occurring behaviors in creative processes (i.e., preparation vs. performance); second, rules in relation to expertise development (e.g., students vs. journeymen vs. experts); and third, rules in relation to creativity and success, particularly in the ways that rule-breaking co-occurs with creativity and success. For this study, I organized an intervention at a blackbox theater where 7 amateur adult improvisers are organized into duos (i.e., two-person troupes) and assigned a coach, and with the guidance of a coach, they were given one hour to create an original 10-minute format (a.k.a. "form") that would be performed later that night as part of a professional-quality showcase open to the public. There are three main findings from this study: First, I examined transcripts of each team planning their performance vs. performing at a showcase, and I found that both contexts depended on consensus-building; however, the performance context included additional rules that made their behaviors more interesting for live audiences to watch. Second, I examined reflections from focus groups and found that there were qualitative differences in the ways that students, journeymen, and experts characterized their relationship with rules, which represent a macro-level progression from student to expert. And third, I found that there was no evidence that rule-breaking helps or hurts creativity, but performances with justified rule-breaking can be equally successful as those with no rules broken; however, it is inconclusive whether rules restrict creativity or success, but there is evidence to suggest rules reduce the failure rate. My findings contradict the societal myth that rules inhibit creativity, and instead, argue that individuals find rules to provide clarity and direction when creating. Conventionally, rules are standards for what is "correct" vs "incorrect," but instead, I argue that rules are well-supported principles for how and why some practices work under most conditions. Therefore, should individuals choose to bend or break rules, they must justify that choice by adjusting other contextual factors to make that rule-breaking appear necessary or deliberate in achieving their objectives.

ISBN: 9798664752304Subjects--Topical Terms:

3173434
Performing arts education.
Subjects--Index Terms:

Activity theory

Learning and Creativity through Consensus-Building and Rules-Deviation in Improvisational Theater.
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