Page 490 - Amechanon_vol1_2016-18

Amechanon, Vol. I / 2016-2018, ISSN: 2459-2846

Τhey are linked in the practice and in a way the improviser is in the moment but the

improviser is also in a way not so fall in love of his experience. So he is disposed to change.
He can say, «I had a nice workshop…OK…it is not important comparing to another
workshop»… You know? … Is just an experience of feeling with improvisation and an

opportunity to share the feeling and is not sound that it could be repeated. What could be

repeated is the disposition to improvise and also some technique in order to do it, for
instance: Use your body. You cannot stay there and speak about improvisation. You feel

that you have to move. You feel that you have to show your love with the moment. But
this is not a drama.

It's the way it should be expressed. Not like drama. You do that for the sake of it.

So in a way technique is in its original meaning, a procedure, an gathering of tools.
Wittgenstein called it the toolkit. It is the toolkit you have in order to be not completely
disarmed.

All right, I guess you were speaking mostly for the teacher as a trainer who need that. So
it is important, actually it's necessary for the teacher to have that. How do you transfer it

or how do you transfer to children to think in that way, to improvise. Or you think is it a
name for also children to improvise and allow children to improvise in the classroom and

thinking that way?

In a sense we are obliged to provoke improvisation with children. So you cannot improvise

if you don't allow improvisation.

I mean, it can come also from the children not only from the teacher.

Yes, of course. I think that what could be interesting is to create an improvisational culture
and that is what we need. Completely. Also improvisation is not considerate the good thing

in teacher methodologies, you know. You have a name, a weight... is not important that

you are a good improviser and nobody have in mind this kind of disposition. It’s not the
main point of the school program to create a good improviser. So in a sense we need to
propose a new improvisational culture and this is possible only if you abandon the ideology

of product, the ideology of result, the ideology of exit profile. So you cannot know in

advance what could be the profile of student … but the university and the community ask:
I have to know what should be the end of the process, which is the aim. And so, in this way,

490