"Literally, 'improvisation' indicates the ability to compose at the same moment in which we perform. In other words, it consists in reducing to a minimum, or even abolishing, the time to prepare, try out and correct. It has to do with the speed of production. What we appreciate in an improvisation, when it is exhibited, is the immediate quality of the result. This means that the many ways of improvising, the 'games' of improvised dramaturgies (dramaturgy of the actor and the whole performance; of the text and the action; of the blending of narrative elements and digressions, of action, music and words, etc.) can be a goal in themselves, but they can also be a means to become acquainted with the basic rules and the elementary principles that preside over scenic composition.
In this sense the practices of improvisation may become mirrors that reflect the range of theatrical knowledge at the elementary level of the craft. Doing an improvisation shows off the mastery of a technical patrimony. Improvisation involves knowing, defining and revitalising a baggage of personal or collective information so deeply incorporated that it may be used without thinking. It is the same baggage of procedures and knowledge that also serve for the planned work. "(Ista | 2005 | Presentation: IMPROVISATION: MEMORY, REPETITION, DISCONTINUITY)



:: note :: . . . improvisation . . . mirrors . . .

Comments

Post a Comment

Popular posts from this blog

Heart Play

My thoughts are wounds in my head. My brain is a scar. I want to be a machine. Arms to drag legs to walk no pain no thinking. (Heiner Müller , 'Hamletmachine' ) Heartplay A May I lay my heart at your feet. B If you don't make a mess on my floor.. A My heart is clean.. B We'll see, won't we.. A I can't get it out.. B Would you like me to help you.. A If you wouldn't mind.. B It'll be a pleasure. I can't get it out either.. A cries. B I will remove it surgically. What have I got this penknife for anyway. We'll have this sorted out in no time. work will keep you from despair. Right, there we are. But this is a brick. Your heart is a red brick.. A Yes, but it beats only for you.. (1981) A beats B to death with the brick.. (Addition, July 1991). ------------- Heiner Müller ----------------- from Heiner Müller Theatremachine translated and edited by Marc von Henning
Read more

Dobong

Image
 ... moved into a new place ...  ... first night there in a deep sleep was visited by a short middle aged man ... well dressed in a black suit ... seemed to be Korean but not sure ... although silent the figure's presence was so strong i was pulled out of dream to fully awake ... as I lay in bed the after image of him remained standing silently in the hallway just outside the open bedroom door ... he wasn't really looking at me but i felt he sensed i was now aware of his presence and didn't wish to startle me ... finally assured he was a dream figure i fell back to sleep ... only later to be visited again ...  this time not in dream but upon waking saw him standing fully in the doorway ...  a serious, calm face he looked directly into my eyes ...  ...  i knew he was an apparition  & examined his demeanour ... he was likewise examining me with a gentle questioning look ... oh a previous owner of the apartment i thought ... he didn't move or speak ju...
Read more
* The teacher rarely tells students what he thinks. * Generally, he does not accept a single statement as an answer to a question. * He encourages student-student interaction as opposed to student-teacher interaction, generally avoids acting as a mediator or judging the quality of ideas expressed. * His lessons develop from the responses of students and not from a previously determined "logical" structure. (Postman & Weingartner, 1969, p. 33-36) * Generally, each of his lessons pose a problem for students. * He rarely summarizes the positions taken by students on the learnings that occur. He recognizes that the act of summary or "closure" tends to have the effect of ending further thought. "* He rarely summarizes the positions taken by students on the learnings that occur. He recognizes that the act of summary or "closure" tends to have the effect of ending further thought." ( Teaching as a Subversive Activity: Book Review ) (via Incorporat...
Read more