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Builds an argument for what it means to be improvisational in both teaching and research, addressing improv as structured yet spontaneous invention. Frames improvisation as an ethic resisting control-oriented languages through openness to the unexpected and collective power-sharing.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/storying-an-improvisational-scholar/600216/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/storying-an-improvisational-scholar/600216.png","ImageObject",300,407,{"name":92,"@type":93},"RuangKosong","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research approach does the author use in the piece?","Question",{"text":112,"@type":113},"The author uses non-representational narrative research to return to teaching and scholarship experiences and interpret stories in relation to improvisational theatre.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does “improvisational ethos” mean in this context?",{"text":117,"@type":113},"An improvisational ethos is presented as an ethic that emerges from sustained engagement with improv theories and practices, emphasizing shared commitment to affirming others’ existence and experience.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article link improvisation to teacher education?",{"text":121,"@type":113},"It argues that applying an improvisational ethos to education resists languages of control by welcoming the unexpected, disrupting neoliberal scripting, and rethinking teaching and learning beyond control-focused frameworks.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600216,1792678413,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","| | Storying an Improvisational Scholar |\n| --- | --- |\n|  |  |\n\nSam Tanner, University of Iowa  \nAbstract  \nThis piece uses methods of nonrepresentational, narrative research to consider what an improvisational ethos might contribute to teacher education. The author tells and interprets stories from their career as a high school teacher, graduate student, and scholar in relation to the art of improvisational theatre in order to consider the possibility of an improvisational ethic in teacher education. The author offers an argument about what it means to be improvisational—both in terms of the work of teaching as well as conducting research.  \nKeywords: improv; educational research; narrative; teacher education; pedagogy  \nI was a teacher for nearly fifteen years. I’ve been an educational scholar for nearly ten. During that time, I’ve also been a student and teacher of improv theatre. Recently, I stumbled across something I wrote during graduate school: “I taught high school like an improviser and I’m going to approach research the same way.”  \nThe idea that a knowledge of improv theatre might inform teaching or research is nothing new. Researcher and improviser Carrie Lobman (2006) has long argued for such an approach, suggesting that “an improv lens shifts our understanding” of teaching “from being a set of off-therack techniques” to activity that teachers co-create with students. Further, Lobman suggested that improv “has the potential to transform what teachers are able to do with each other, and with the children with whom they work”(p. 317) .  \nImprov is, in its simplest form, spontaneous invention. Theatrical improv is a dramatic art in which people create unscripted theatre in groups through different games, exercises, or forms. Improv has been made popular as a comic form, and many people are familiar with the television show Whose Line it Anyway. While improv is undeniably joyful, improv is not inherently comedic and, contrary to common perception, improvisational practices are not without structure or discipline. Further, improv is a contested practice. There are competing theories and practices of improvisational theatre. Still, it is the improvisational ethos that can cultivated from such work that this article explores in relation to education—especially as an ethic in teaching or conducting research.  \nI have previously argued an “improvisational ethos” can emerge from sustained engagement with different theories and practices of improv and might cultivate a “a shared commitment to affirming and validating the existence and experience of others”(Tanner, 2019, p. 30) . I use non-representational narrative research to return to my experience as a teacher and scholar to explore how such an ethos might inform education. This is not intended as a vanity project. Like Lobman (2005; 2006) and Philip et al. (2019), I suspect improv has much to offer the field of  \neducation. Disciplined improvisers follow an ethic of improvisation that asks them to practice 1) honoring the philosophy of ‘yes, and’, 2) working in service to the collective, 3) sharing power with others, 4) participating without evaluation, and 5) perceiving, accepting, affirming, and building off the offering of all other participants in the improvisation. Such principles have much to offer teacher education. Indeed, Philip’s (2019) worried that “the work and preparation of teachers have been increasingly defined by the discourse of control”(p. 2). Philip (2019) called for a vision of teacher learning “not constricted by the language of control” and organized instead around“principled improvisation”(p. 27) .  \nIn this article, I argue that applying an improvisational ethos to education resists languages of control through welcoming the unexpected, disrupting the neoliberal scripting ofeducation, and offering a more vital understanding of teaching and learning. Below, I review recent literature that connects improvisation with education. Next, I describe t","cbCaiobWNjPmnm2x","https://ap.wps.com/l/cbCaiobWNjPmnm2x","pdf",263177,15,"English","# Abstract\n# Introduction\n# An Improvisational Ethos in Education\n## Improv and Education\n## Improv, Criticality, and Pedagogy","[{\"question\":\"What research approach does the author use in the piece?\",\"answer\":\"The author uses non-representational narrative research to return to teaching and scholarship experiences and interpret stories in relation to improvisational theatre.\"},{\"question\":\"What does “improvisational ethos” mean in this context?\",\"answer\":\"An improvisational ethos is presented as an ethic that emerges from sustained engagement with improv theories and practices, emphasizing shared commitment to affirming others’ existence and experience.\"},{\"question\":\"How does the article link improvisation to teacher education?\",\"answer\":\"It argues that applying an improvisational ethos to education resists languages of control by welcoming the unexpected, disrupting neoliberal scripting, and rethinking teaching and learning beyond control-focused frameworks.\"}]","Storying an Improvisational Scholar | PDF",1792090258,38]