The Concept of Improvisation and the Role of the Student and Teacher in Improvisations
UNIVERSITY OF JOS
THE CONCEPT OF IMPROVISATION AND THE ROLE OF THE STUDENT AND TEACHER IN IMPROVISATIONS
DATE:
13/02/2013
INTRODUCTION
In its simplest sense, improvisation is the ability to react spontaneously, from moment to moment. This is the base for all definitions of improvisation. The ability to improvise is certainly esteemed, as it is related to resourcefulness. The attitudes towards improvisation are knowledge, culture and environment dependent, and differ from person to person, in place and time. It is an underlying fact that improvisation as an integral part of a teacher work
WHAT IS IMPROVISATION?
The term improvisation can be traced to the Latin word improviso, which means not seen before. Here are some definitions of improvisation
Improvisation is defined by the Free Online Dictionary means “to invent, compose, or perform with little or no preparation”, and also as “to perform or make quickly from materials and sources available, without previous planning”.
Improvisation has also been defined by some academicians as intuition guiding action in a spontaneous way (Crossan & Sorrenti, 1997), and also been defined as “making the most of what you have and getting the most out of what you make” (Keefe, 2002).
From the above definition we can deduce that improvisation is the ability to take existing pieces and put them together in a new combination for a purpose. The pieces could be bits of information about a problem or they could be parts of a melody. Teachers or students apply tools or methods to these pieces in a very flexible manner.
In relation to education this means teachers try to supplement, substitute or device means in inadequate material and equipment to facilitate effective teaching and learning among the pupils. Improvisation and fabrication can be explained as composing a careful selection and use of material as an alternative means of complementing the existing or otherwise instructional materials /equipment in schools
THE CONCEPT OF IMPROVISATION AND THE ROLE OF THE STUDENT AND TEACHER IN IMPROVISATIONS
DATE:
13/02/2013
INTRODUCTION
In its simplest sense, improvisation is the ability to react spontaneously, from moment to moment. This is the base for all definitions of improvisation. The ability to improvise is certainly esteemed, as it is related to resourcefulness. The attitudes towards improvisation are knowledge, culture and environment dependent, and differ from person to person, in place and time. It is an underlying fact that improvisation as an integral part of a teacher work
WHAT IS IMPROVISATION?
The term improvisation can be traced to the Latin word improviso, which means not seen before. Here are some definitions of improvisation
Improvisation is defined by the Free Online Dictionary means “to invent, compose, or perform with little or no preparation”, and also as “to perform or make quickly from materials and sources available, without previous planning”.
Improvisation has also been defined by some academicians as intuition guiding action in a spontaneous way (Crossan & Sorrenti, 1997), and also been defined as “making the most of what you have and getting the most out of what you make” (Keefe, 2002).
From the above definition we can deduce that improvisation is the ability to take existing pieces and put them together in a new combination for a purpose. The pieces could be bits of information about a problem or they could be parts of a melody. Teachers or students apply tools or methods to these pieces in a very flexible manner.
In relation to education this means teachers try to supplement, substitute or device means in inadequate material and equipment to facilitate effective teaching and learning among the pupils. Improvisation and fabrication can be explained as composing a careful selection and use of material as an alternative means of complementing the existing or otherwise instructional materials /equipment in schools
References: 1. Cazen, Courtney B. 1988. Classroom Discourse: The Language of Teaching and Learning. Heinemann, Portsmouth, NH. LB 1033 .C34 1988. 2. Sawyer, Keith 2001. Creating Conversation: Improvisations in Everyday Discourse. Hampton Press. 3. Robotham, D. (1999). The application of learning style theory in higher education. Retrieved February 4, 2013, from http://www2.glos.ac.uk/GDN/discuss/kolb2.htm 4. The Punch Newspaper. Monday June 20, 2011. Retrieved from the online archive from www.punchng.com 5. Olayiwola M. A. (1996) Improvisational of instructional materials for schools and colleges in the year 2000; A journal of Educational studies C.O.E Gindiri