Global ETD Search

11	An Examination of the Connection Between Genuine Dialogue and Improv O'Neal, Kathleen 01 January 2014 (has links) The value of improv training extends beyond the stage. Improv has been successfully utilized and applied in a variety of ways in the workplace, school, and community. This study examines the connection between genuine dialogue and improv to determine if improv exhibits dialogic qualities. Three focus groups were conducted with a total of nineteen improv students. Additionally, an interview was conducted with the director of a hospital's Innovation Lab where improv is used in an organizational setting. The conditions for dialogue set by Gordon (2006) served as a guideline for analyzing data. Thematic analysis generated categories used to analyze data. The most prominent of Gordon's conditions for dialogue within improv were Imagination & Innovation, Vulnerability and Immediacy of Presence. The importance of this study, implications and future studies for the connection between improv and dialogue are examined. Genuine dialogue dialogue improv improvisation genuine improv genuine improvisation immediacy of presence vulnerability imagination and innovation empathy focus group interview qualitative qualitative research thematic analysis conditions for dialogue Communication
12	IMPRO-CINÉ : la transversalité des processus cinématographiques par l’usage des méthodes d’Improvisation Messias Ribeiro, Vinicius 11 1900 (has links) Mémoire en recherche-création / The starting point for this research project is the use of contemporary improvisational theater techniques in the making of films. Transversal is that which crosses or intersects a work, that which edifies certain parts that are situated in the work, that which is directed obliquely. Transversality in this case is a transfer of theatrical methods to film creation, as the improvisation space is displaced: the audience is removed and cameras are placed in front of the actor-creators; the stage is converted into a film set; and the thrill of live action is replaced by the challenge of not having a second take. The methods for training improvisers, based on a specific part of Impro whose aim is the creation of stories, are almost the same as in theater, yet the training exercises and techniques must be adapted in consideration of the cinematic environment. What I call Contemporary Improvisation is a set of techniques, exercises and methods that aim at the act of improvising as an end, for a show - the final artistic work is formed by the scenes created live in front of an audience. Improvisation facilitates human coexistence, at least through its power to make people more receptive to each other, while respecting each person's place to speak. Improvisation can therefore be said to imply a transversal approach, as it crosses the different spheres of our relational activities, which are a strong source of inspiration for the creation of stories, at all times and in all communities of our society, in the family, social, professional or state sphere. What I intend to demonstrate, based on a few contemporary researchers and my experience as director of the improvisational theater troupe "Teatro do Nada" for over fifteen years, is that improvisation can inspire all stages of the filmmaking process. / Le point de départ de ce projet de recherche est l'utilisation des techniques du théâtre d'improvisation contemporaine dans l’élaboration de films. Transversal est ce qui traverse ou coupe un travail, ce qui édifie certaines parties qui sont situés au travail, ce qui se dirige de manière oblique. La transversalité dans ce cas est un transfert des méthodes théâtrales pour la création en cinéma, puisqu’il y a un déplacement de l’espace d’improvisation : on enlève le public et on met des caméras devant les acteurs-créateurs; la scène est convertie en plateau de tournage; et le frisson du direct fait place au défi de ne pas avoir de seconde prise. Les méthodes pour entrainer les improvisateurs, basées sur une partie spécifique de l’Impro dont le but est la création d’histoires, sont presque les mêmes qu’au théâtre, pourtant il faut adapter les exercices de formation et les techniques en considérant l’environnement cinématographique. Ce que j'appelle Improvisation Contemporaine est un ensemble de techniques, d'exercices, de méthodes qui visent l'acte d'improviser comme une fin, pour un spectacle - l'œuvre artistique finale est formée par les scènes créées en direct devant un public. L’improvisation facilite la coexistence humaine, au moins par son pouvoir de rendre les gens plus réceptifs les uns aux autres, en respectant le lieu de parole de chacun. On peut donc dire que l'improvisation implique une approche transversale, car elle traverse les différentes sphères de nos activités relationnelles, qui sont une forte source d'inspiration pour la création des histoires, à tout moment et dans toutes les communautés de notre société, dans la sphère familiale, sociale, professionnelle ou de l’État. Ce que j'ai l'intention de démontrer à partir de quelques chercheurs contemporains et de mon expérience en tant que directeur de la troupe de théâtre d'improvisation « Teatro do Nada » depuis plus de quinze ans, c'est que l'improvisation peut inspirer toutes les étapes du processus de création cinématographique. improvised cinema improv-cinema improv-movie audiovisual improvisation improvisation live cinema collaborative creation cinéma improvisé impro-cinéma impro-ciné improvisation audiovisuelle cinéma en direct création collaborative
13	THE PEDAGOGY AND ETHICS OF IMPROVISATION USING THE HAROLD Patton, David Dellus 01 January 2007 (has links) Scenic improvisation is dramatic performance without a script. Performers develop scenes in real time in front of an audience. They do this by submitting to a set of rules of relating on-stage which allow them, by mutual assent, to develop scenes and stories based on their relationships with one another. This methodology by which improvisers develop their scenes can give us a tangible vocabulary and model by which we can fulfill the requirements of love. The Harold, an improvisational form created by Del Close and Charna Halpern and taught and performed at IO (formerly ImprovOlympic), emphasizes this relational ethic as the means to create consistent and sustainable theatrical performances. This paper will examine the performance methodology and pedagogy of long-form improvisation and particularly the Harold as a guide for ethical decision-making and behavior in our personal relationships. Second City ImprovOlympic IO love ethics theater the Harold Del Close Charna Halpern Chicago acting pedagogy improvisation Improv Arts and Humanities Theatre and Performance Studies
14	The Layered Frames of Performed Tabletop: Actual-Play Podcasts and the Laminations of Media Decicio, Brendan 01 December 2020 (has links) Despite their sudden growth in popularity, the role-playing actual-play podcasts have either been ignored or grouped with the genre of audio drama in prior scholarly works. Examination using frame analysis shows, however, that these podcasts are distinct in their engagement of the audience on multiple, simultaneous levels; levels which correspond with well-known media genres such as Documentary, Fiction, and Game Play. Each frame has its own layer of identities, conduct, and avenue for appealing to audiences just as these genres have their own distinct appeals. Through the combinations of these frames, familiar tropes and techniques such as Short-Form Improv and Campbell's monomyth are broadened and challenged, and identities become entangled in this post-modern medium. Delineating the features of these frames and exploring their interactions and interconnectivity not only helps to distinguish the actual-play podcast as its own distinct podcast genre, but also highlights the potential for using such frames or frame analysis in other media forms. actual-play role-playing TRPG podcast frame analysis Glass Cannon Podcast laminations documentary frame game frame fictional frame improv monomyth Fine Arts
15	Immediacy In Comedy: How Gertrude Stein, Long Form Improv, And 5 Second Films Can Revolutionize The Comedic Form Hluch, Alexander 01 January 2013 (has links) Comedy has typically been derided as second-tier to drama in all aspects of narrative. Throughout history, comedy has seen short shrift in both critical reception and academic investigation. Merit is simply placed on drama far before that of comedy. This is not for comedy’s own lack of skill or craft, but simply for comedy’s misappropriation as a narrative form. Throughout the years, by way of either competition or economic superiority, comedy has been pigeonholed into the typified dramatic structure that drama so thoroughly encapsulates. Being forced into a form that exemplifies complex, climactic structure and explicit character development, comedy in its purest form has suffered through the ages. Gertrude Stein’s theory of Landscape Drama, and, more specifically, immediacy, is best attuned to comedy in its truest form. Comedy does not require sweeping character development, obtuse narrative design, or fantastic spectacle to produce superior works of art. Comedy, when compared to drama, exists best in a much more punctuated format. Stein’s theories, while never intended for comedy, align absolutely perfectly with the comedic genre’s design. And epitomized through long form improv on the stage, and the newly-fashioned digital short made profitable by the proliferation of the internet and digital culture, comedy’s purest form has become more readily available as narrative has progressed throughout history. With this thesis, I intend to display the disparity between comedy and drama due to comedy’s misallotment into a format that does not properly encapsulate it to its most fulfilling embodiment. Through this display, I seek to uncover the debt done to the comedic form from centuries of neglect in academic query and merit in order to best prove comedy’s need for ii critical scrutiny. Further, in doing so I hope to better construe a community of comedic research and criticism in order to create better art and more diverse comedic offerings. Comedy immediacy improv long form theatre gertrude stein theater harold film digital short 5 second films drama Acting Theatre and Performance Studies
16	Evelyn Offscreen: An Application Of Interactive Performance Methodsin Alternate Reality Gaming Borglund, Dawn 01 January 2010 (has links) For my thesis project for the Masters of Fine Art in Film and Digital Media, I designed and produced Evelyn Offscreen, an alternate reality game (ARG) that was facilitated by interactive performance. The goal was to create an interactive experience that allowed several players to collaboratively create story across numerous media within the field of alternate reality gaming. The approach used in Evelyn Offscreen was intended to provide a degree of creative freedom to the players that has not been demonstrated in other ARG experiences and to use digital media to capture information about the relative effectiveness of the different techniques that were employed. During the month of October 2009, Evelyn Offscreen invited players to participate in an overarching story as characters. The game existed simultaneously through several media platforms such as Ning, twitter, and blogger as well as scenes located in Central Florida where players could embody their character in a real world setting. The results revealed insights into techniques for massive collaboration of story and player reactions to this hybrid form of alternate reality gaming and interactive performance. alternate reality game ARG interactive performance alternate reality gaming digital media interactive story interactive storytelling unfiction collaborative storytelling interactive theatre improvisation improv transmedia story Film and Media Studies
17	The evidence-based drama practitioner : the design and implementation of a drama program for very young children with Autism Spectrum Disorder and their parents / Design and implementation of a drama program for very young children with Autism Spectrum Disorder and their parents Ulrich, Christina Ann 28 June 2012 (has links) This thesis explores the applications of a drama-based intervention program for very young children with Autism Spectrum Disorder (ASD) and their parents. Drama-based pedagogy and practice is merged with behavioral principles from the world of Applied Behavior Analysis (ABA) to create an interdisciplinary program tailored specifically for the unique learning needs of children with ASD. This document offers a comprehensive overview of the history of diagnosis and treatment of ASD and the many factors that can influence relationships between children with ASD and their parents. A drama-based intervention program was designed specifically to address the communication and social skill deficits in children with ASD. In addition, the drama-based intervention program encouraged parents to use responsive teaching strategies to enhance and extend creative play with their child. The document concludes with recommendations for essential components of a drama-based intervention program for very young children with ASD and their parents. / text Autism Spectrum Disorder Applied theatre Theatre Drama Creative drama Parent training Improv Applied Behavior Analysis Responsive teaching Incidental teaching Pivotal Response Training Reciprocal Imitation Training Evidence-based Drama-based Early intervention
18	Improvisational Theater: A Path to Healing Complex Trauma? Ash, Shelby L. 31 March 2023 (has links) No description available. Clinical Psychology Psychology Theater Therapy Complex Trauma Improv Theater Improvisational Theater Trauma Healing Trauma Childhood Trauma Healing Childhood Trauma Community Healing Community Artistic Healing Art Therapy Psychodrama Structural Play Therapy Play Play Healing
19	Specialized models for the long-term transmission network expansion planning problem / Escobar Vargas, Laura Mónica January 2018 (has links) Orientador: Rubén Augusto Romero Lázaro / Resumo: A análise de sistemas altamente complexos quando e analizado o problema de planejamento de expansão de redes de transmissão de longo prazo, é o foco principal deste trabalho. Os modelos e metodos propostos são aplicados ao problema de planejamento estático tradicional, que é um problema de otimização matemática classificado como NP-completo, não-linear inteiro misto. O qual envolve no investimento, variáveis operacionais contínuas e variáveis inteiras. O comportamento normal de cada sistema pode conter informação essencial para a criação de novos métodos, como os planos de corte baseados em cortes de diferença de ângulos para problemas de grande escala, o que é a base é o ponto de partida deste trabalho, derivando em desigualdades válidas é ciclos críticos. Os cortes angulares básicos reduzem o espaço de busca do problema e o tempo total de cálculo deste problema, enquanto ao método de inequações válidas que pode ser usado para fornecer limites inferiores sólidos no investimento ótimo do planejamento de transmissão, já que a diferença entre o modelo DC (modelo exato) e o modelo de transporte (modelo mais relaxado) são as restrições angulares. Os ciclos críticos têm sido desenvolvidos para melhoraralguns dos modelos tradicionais do problemas de planejamento da expansão da rede de transmissão de longo prazo. A razão por trás disso é a ausência da segunda lei de Kirchhoff, que completa a representação do sistema, mas aumenta a complexidade. Para resolver os problemas resultantes... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The analysis of highly complex systems when solving the long-term transmission network expansion planning problem is the main focus of this work. The proposed improved models and methodology are applied to the traditionalstatic planning problem, which is a mathematical optimization problem classified as NP-complete and mixed-integer nonlinear problem. It involves continuousoperating variables and integer investment variables. The normal behavior of each system can be shown essential information to the creation of new methods, as the cutting-planes based in bus-angle difference cuts for large-scale problems which were the starting point of this work, deriving in valid inequalities and critic cycles. The angular cuts aim to reduce the search space of the problem and the total computation time of this NP-hard problem as for the valid inequalities methodthat can be used to provide strong lower bounds on the optimal investment of the transmissionplanning, since the difference between the DC model (exact model) and the transport model (more relaxed model) are the angular constraints. Critic cycles has been develop in order to improve some of the traditional long-term transmission network expansion planning problem models. The reason behind it is the absence of second Kirchhoff’s law which completes the representationof the system, but increase the complexity. In order to solve the resulting problems, this work uses the modeling language AMPL with the solver CPLEX. In test systems w... (Complete abstract click electronic access below) / Doutor Cortes de diferença de ângulo Ciclos críticos Desigualdades válidas Otimização Modelo de transmissão de baixo esforço Segunda lei de Kirchhoff Transmission network expansion planning Bus-angle difference cuts Critic cycles Valid inequalities Optimization Low effort transmission model Second Kirchhoff law
20	Evaluating Improvisation As A Technique For Training Pre-service Teachers For Inclusive Classrooms Becker, Theresa 01 January 2012 (has links) Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher’s self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs ttests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants’ self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants’ aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class iv artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and…, mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student. Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results. Pre service teacher novice teacher expert teacher improvisation improv improvisational performance inclusive classrooms children with disabilities exceptional student education (ese) exceptional education nonverbal children empathy affective instructional strategy interpersonal skills teacher communication teacher child interaction teacher child relationships teacher self efficacy addie improvisation training in flight decision making novice expert arts based research simulated mastery playback theater interactive theater affective instruction extemporaneous communication affective communication disciplined improvisation drama based instruction teacher training mixed methods research qualitative research teacher sense of efficacy scale (tses) yes and... vocal prosody nonverbal communication teacher immediacy emotional mirroring teacher attrition embodied cognition constructivism interactive instructional strategy classroom management co teaching spontaneity teacher agency positive classroom climate interaction rapport frustration in learning english language learners (ell) social intelligence emotional intelligence Education

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