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• W2551850893 abstract "This phenomenological study asked the question, “What do adults experience learning improvisation?” The findings highlight the intersubjective, whole-person nature of learning and transformation, and of the learning space. Improvisational games and creative dramatics have a long history of use in the classroom to engage learners, enliven subject matter (Bailin, 2001; O’Neill, 1995), and develop collaboration and communication competencies (Spolin, 1963, 1983). These strategies were largely developed for K-12 students, and most of the research on their use studies these populations and is outcome-based. The purpose of this qualitative study was to address this gap in the literature and to explore adults’ lived experience of learning improvisation, and specifically, to discover “What this social world means for the observed actor within this world and what did he[/she] mean by his [/her] acting within it?” (Brodersen, 1971, p. 7). Three primary bodies of literature provided the context for the study: (a) adult, experiential and transformative learning, (b) improvisation in education, and (c) organizational improvisation. These areas have additional implications for training and development in organizational settings. A review of research in each of these domains revealed that studies on the use of improvisation in educational and organizational settings have focused primarily on antecedents and outcomes, with little attention to the actual experience of learning improvisation from the learner’s point of view. Using methods informed by hermeneutic phenomenology, van Manen (1990), Moustakas (1994), and others, eight co-researchers enrolled in a competence-based adult undergraduate program participated in several action-reflection cycles during and after their 10-week course. Data were collected using five reflective strategies: (a) post-improvisation in-class reflections, (b) weekly learning journal reflections and learning summaries, (c) follow-up interviews conducted within four months of the learning experience, (d) co-researchers’ reflections on the interview transcripts, and (e) researchers’ field notes. The resulting data were analyzed using three qualitative methods: thematization, horizontal experience maps, and thick descriptions. The research findings are presented as four “views” of the learning experience: (a) individual experiences, (b) thematic amplification, (c) whole-person experiences, and (d) intersubjective experiences. The findings from these views are briefly summarized below. Individual experiences of learning improvisation revealed the importance of each individual’s situatedness within the learning space (Kolb & Kolb, 2005) and self-beliefs (Bandura, 1989) to the ways they made meaning of the experience. For co-researchers who described their experiences as transformative, these descriptions were contrasted with their earlier described self-beliefs. For example, one co-researcher, Elizabeth, began learning improvisation with her identity clearly informed by the self-belief “I don’t consider myself that" @default.
• W2551850893 created "2016-11-30" @default.
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• W2551850893 date "2006-01-01" @default.
• W2551850893 modified "2023-09-27" @default.
• W2551850893 title "Learning Space and Space for Learning: Adults’ Intersubjective Experiences of Improvisation" @default.
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