What I haven't yet thought about is how these processes of improvisation
could be guided/affected by a teacher, to increase their effectiveness.
The teacher can't remove all improvisational processes from the
classroom, but rather, needs to be able to channel them towards
educational goals.
It would help me to have a performance metaphor for this. Neither jazz
nor improv theater has anyone playing the "director/orchestrator" role
during the performance. Any ideas?
Keith Sawyer
Dept. of Psychology
UC Santa Cruz