A person can acquire knowledge of grammar and syntax, and build vocabulary, but this in itself does not result in functionality. Knowing the mechanics to ride a bicycle or play a piano is insufficient to actually riding or performing. Knowing the mechanics of a language is necessary but insufficient toward its application in real life. Realistic experience develops proficiency between thought and action; the state of doing without thinking about doing. Conversation is fluid; often unpredictable. Improvisational exercises aim to reproduce this fluidity and unpredictability in the classroom, but outside the formality of the classroom. It seeks to reproduce the experience of real-world conversation through an approach both engaging and enjoyable, and where the only wrong answer is not to engage in the atmosphere of teamwork with fellow student. Each set of exercises, published in the four 2019 editions, is built around a theme. The first set lays the foundation through simple story development. The second set employs question and answer situations to develop conversational interplay. The third addresses precision. Finally, the fourth utilizes improvisational role playing to unite everything into an active, conversational format. The ultimate goal is to provide students with the personal confidence in their ability to readily employ the language they are learning in everyday situations anywhere in the world.
Improvisational Techniques Group 3 of 4: Developing precisions ROBERT PINE
In the previous group of exercises, thinking, speaking and understanding were challenged through the use of questions. We now expand language skills with an emphasis on precision for clarity of communication. Let us move to the declarative.
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larity and precision in speaking requires the right words (vocabulary) arranged in the right way (grammar and syntax) to convey the right idea. In each of these exercises students are confronted with describing what something is, how something is done or why something should be. As in all improvisation, no one stands alone. There is a listener who interprets and acts upon or reacts to what the speaker is transmitting. Thus, as in real life, conversation is a team effort. Keep off the Grass
In this exercise the “Guide” must employ very clear, specific and precise vocabulary to accurately guide the hand movements of the “Listener”. The “Listener” must concentrate to understand the “Guide” and interpret, as best as possible, the instructions they are given for their hand movements. When introducing the exercise, stress the options that are available to describe motion in addition to up/down, right/left. Refer to the points of the compass; movement toward and away from the “Listener”; expressing distance in measurement units such as millimeters or degrees; etc. Remind them that saying “draw a circle” or “draw an arc” is incomplete because it does not identify size and direction (clockwise or anti-clockwise). The hand of the “Listener” must move in a continuous line. The pen or marker never leaves the paper or the board. The “Listener” follows the instructions as heard. It is the responsibility 51
