A three-stage process of improvisation for teamwork : Action research

Journal article

Hains-Wesson, Rachael, Pollard, Vikki and Campbell, Angela. (2017). A three-stage process of improvisation for teamwork : Action research. Issues in Educational Research. 27(1), pp. 82-98.
AuthorsHains-Wesson, Rachael, Pollard, Vikki and Campbell, Angela
Abstract

This study examines street performing arts students' responses to using improvisation for teamwork during a first year, non-placement, work-integrated learning (WIL) experience. The aim of the study was to investigate: (1) students' perceptions of improvisation and (2) ways in which to design teamwork assessments that utilise improvisation. Data was collected through surveying students and via a recorded, focus group discussion. The results highlighted students' understanding of how improvisation works, how it is learnt and that it requires risk taking. From the findings, specific recommendations for designing teamwork assessments that utilise improvisational processes are made via a three-stage model. While the three-stage model presented in this study is intended to advance the field of performance arts education research, the findings are relevant to learning and teaching where improvisation for teamwork is offered.

Keywordswork-integrated learning; improvisation; teamwork; teamwork assessment; performing arts education; action research
Year01 Jan 2017
JournalIssues in Educational Research
Journal citation27 (1), pp. 82-98
PublisherWestern Australian Institute for Educational Research Inc.
ISSN0313-7155
Web address (URL)http://www.iier.org.au/iier27/hains-wesson.html
Open accessPublished as ‘gold’ (paid) open access
Research or scholarlyResearch
Page range82-98
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Open
Output statusPublished
Publication dates
Print22 Oct 2017
Publication process dates
Deposited22 May 2024
Additional information

© 2017. This work is licensed under http://creativecommons.org/licenses/by-nd/4.0/ (the “License”).

Place of publicationAustralia
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