Improvisation: Concrete application of creativity.
Are we to discuss whether or not improvisation has a place within a classroom? It seems that an affirmative response to this question is not only appropriate, but necessary to a degree in which any other response could reasonably be viewed as palpably ridiculous.
Allow us to paint this pallid portraiture of a classroom completely devoid of improvisation. The average day consists of listening to a lecture, of completing repetitive exercises, usually taking some sort of standardized exam, and leaving. There is no discussion, no questions, but of the most simple nature are tolerated.
Obviously, this is not the ideal situation. Activities that necessitate the ability to improvise are required. Discussion, which is innately, by virtue of the unknown, improvisational, is one of the most important and potent tools of an instructor on any level. Is improvisation laudable? Of course it is.
Questions: It is possible I am misjudging this debate then. Are there positions that seriously maintain a lack of improvisation is necessary. Are the pro-improvisation proponents positing a greater level than I am characterizing?
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