Teenagers Tell Better Stories After Improvisational Theater Courses
Improvisational theater (improv) is a booming theatrical practice, applying in many fields (teaching, medicine or entrepreneurship). Its effects on cognitive and behavioral processes are beginning to be demonstrated, despite scientific publications that are still rare, particularly about language. T...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2021-03-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2021.638932/full |
| _version_ | 1818351435554750464 |
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| author | Manon Blonde Frédérique Mortelier Béatrice Bourdin Béatrice Bourdin Mathieu Hainselin Mathieu Hainselin |
| author_facet | Manon Blonde Frédérique Mortelier Béatrice Bourdin Béatrice Bourdin Mathieu Hainselin Mathieu Hainselin |
| author_sort | Manon Blonde |
| collection | DOAJ |
| description | Improvisational theater (improv) is a booming theatrical practice, applying in many fields (teaching, medicine or entrepreneurship). Its effects on cognitive and behavioral processes are beginning to be demonstrated, despite scientific publications that are still rare, particularly about language. This study aimed to evaluate the effects of improv on adolescent narrative skills. Twenty-seven middle school students were recruited and divided into two groups: an IMPRO group (n = 13), composed of novice and intermediate improvisers, and a CONTROL group (n = 14), composed of middle school students doing theater. The evaluation took place in two experimental times spaces 3 months apart (11 sessions). It consisted in the creation of a written narrative resulting from previously observed images. We used quantitative criteria to carry out the analysis of this story (coherence, cohesion, lexicon, and syntax), according to the methodologies of PELEA and EVALEO. We showed an effect of the improv on coherence, which suggests that the practice of improv introduces teenagers to improve the narrative skills and the planification of a story, unlike written theater. |
| first_indexed | 2024-12-13T18:37:42Z |
| format | Article |
| id | doaj.art-7b4c6fa693a246e191c237967e4e2c15 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-13T18:37:42Z |
| publishDate | 2021-03-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-7b4c6fa693a246e191c237967e4e2c152022-12-21T23:35:19ZengFrontiers Media S.A.Frontiers in Psychology1664-10782021-03-011210.3389/fpsyg.2021.638932638932Teenagers Tell Better Stories After Improvisational Theater CoursesManon Blonde0Frédérique Mortelier1Béatrice Bourdin2Béatrice Bourdin3Mathieu Hainselin4Mathieu Hainselin5Université de Picardie Jules Verne, Département d'Orthophonie, Amiens, FranceUniversité de Picardie Jules Verne, Département d'Orthophonie, Amiens, FranceCRP-CPO, UR UPJV 7273, Université de Picardie Jules Verne, Amiens, FranceUniversité de Picardie Jules Verne, Département de Psychologie, Amiens, FranceCRP-CPO, UR UPJV 7273, Université de Picardie Jules Verne, Amiens, FranceUniversité de Picardie Jules Verne, Département de Psychologie, Amiens, FranceImprovisational theater (improv) is a booming theatrical practice, applying in many fields (teaching, medicine or entrepreneurship). Its effects on cognitive and behavioral processes are beginning to be demonstrated, despite scientific publications that are still rare, particularly about language. This study aimed to evaluate the effects of improv on adolescent narrative skills. Twenty-seven middle school students were recruited and divided into two groups: an IMPRO group (n = 13), composed of novice and intermediate improvisers, and a CONTROL group (n = 14), composed of middle school students doing theater. The evaluation took place in two experimental times spaces 3 months apart (11 sessions). It consisted in the creation of a written narrative resulting from previously observed images. We used quantitative criteria to carry out the analysis of this story (coherence, cohesion, lexicon, and syntax), according to the methodologies of PELEA and EVALEO. We showed an effect of the improv on coherence, which suggests that the practice of improv introduces teenagers to improve the narrative skills and the planification of a story, unlike written theater.https://www.frontiersin.org/articles/10.3389/fpsyg.2021.638932/fullimprovlanguageeducationskillslearningstory |
| spellingShingle | Manon Blonde Frédérique Mortelier Béatrice Bourdin Béatrice Bourdin Mathieu Hainselin Mathieu Hainselin Teenagers Tell Better Stories After Improvisational Theater Courses Frontiers in Psychology improv language education skills learning story |
| title | Teenagers Tell Better Stories After Improvisational Theater Courses |
| title_full | Teenagers Tell Better Stories After Improvisational Theater Courses |
| title_fullStr | Teenagers Tell Better Stories After Improvisational Theater Courses |
| title_full_unstemmed | Teenagers Tell Better Stories After Improvisational Theater Courses |
| title_short | Teenagers Tell Better Stories After Improvisational Theater Courses |
| title_sort | teenagers tell better stories after improvisational theater courses |
| topic | improv language education skills learning story |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2021.638932/full |
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