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The following is a guest post by Andrea Young, requested by Dr Nic Petty.

Improvisation comedy, or improv for short, is theater that is unscripted. Performers create characters, stories, and jokes on the spot, much to the delight of audience members. Surprisingly, the goal of improv is *not* to be funny! (Or maybe this isn’t surprising–people trying hard to be funny rarely succeed.) Rather, improv comedians are encouraged to be “in the moment,” to support their fellow players, and to take risks–the humor follows as a natural consequence.

What does this have to do with mathematics and mathematics education? If you are a math teacher or professor, you might want to have a classroom where students are deeply engaged with the lesson (i.e. are “in the moment”), actively collaborating with peers (i.e. supporting their fellow players), and willing to make mistakes (i.e. taking risks). In other words, you want them to develop the skills that improvisers are trained in from their very first improv class.

I started taking improv classes in 2002 at the Hideout Theatre in Austin, TX right around the same time I started a Ph.D. program in mathematics at the University of Texas at Austin. I realized that the dynamics being developed in my improv classes and troupes were exactly the ones I wanted to develop among the students in my math classes. So I started using improv games and exercises in my courses. And I haven’t stopped. I have now taught mathematics to hundreds of college students, and in every course, I have incorporated some amount of improv. I have given workshops and presentations to mathematicians, high school teachers, and students about how to use improv to improve group dynamics or to foster communication. It is powerful to see joy and play cultivated in a college-level mathematics course. Anecdotally, these techniques work–not for every student, every time–but for enough students enough of the time that I keep using my old favorites and finding new ones to try.

Here are three exercises that you might try in your own math classes. I use these in college classes, but they are easily (and some might argue, more readily) adaptable to younger ages.

** Scream circle:** Have the students stand in a circle and put their heads down. On the count of three, they should all raise their heads and look

This exercise is a great way to pair up students to work together. It also develops the idea of risk-taking because students are encouraged to scream as loud as they can. It is also quick–depending on the size of the class, this can take fewer than 2 minutes.

- The students respond to questions one word at a time, as though they are five heads on the same body. Introduce the visiting “expert” and ask them questions, related to course content. Time permitting, have the class ask questions.
- The students respond to questions all in one voice. Otherwise, the game is the same.

This game is a fun way to review concepts and definitions. (For example, what is the limit definition of the derivative?) It also works on the skills of collaboration and being “in the moment.” Students must listen to each other and work together to say things that make sense.

For an example of how this game works in an improv performance, watch this video from the improv group Stranger Things Have Happened.

** I am a tree: ** Have the students stand in a circle. One student walks to the center and makes an “I am” statement while striking a pose. The next student enters the circle and adds to the tableau with another “I am” statement. A third (and probably final student) enters the tableau like the second. The professor then clears the tableau, either leaving one of the students to repeat their “I am” statement or not.

This game really highlights the need for collaboration, especially when used in a math context. I use this as a review or as a way to synthesize concepts. For example, this could be used to review different sets of numbers. Student one might start with “I am the set of real numbers” and hold his or her arms in a big circle to indicate a set. Student two could enter the “set” and say, “I am the rationals.” Another student might intersect the reals with their arms and say, “I am the complex numbers.”

For an introduction to I am a tree, check out this demonstration video from my former improv teacher and troupe mate, Shana Merlin of Merlin Works.

I use a lot of active learning techniques in my classes, and I have found improv exercises to be a quick and fun way to develop some of the non-mathematical skills that my students need to be successful in my classroom. It takes some courage to engage with your students in this way, but I think it is well worth it.

As a final thought, improvisational comedy techniques are not just for students. They can help professional mathematicians become better communicators and more effective teachers. They can even stimulate creativity and problem-solving skills. I encourage you to visit your local comedy theater and to sign up for an improv class.

*Andrea Young is the Special Assistant to the President and Liaison to the Board of Trustees AND an Associate Professor of Mathematical Sciences at Ripon College. For many years, she performed improv all around the country with **Girls, Girls, Girls Improvised Musicals** and a variety of other Austin improv troupes. These days she mostly does community theater, although she regularly improvises silly songs and dances for her toddler. For more about using improv in math courses, check out **mathprov.wordpress.com**.*

Thanks Andrea – it was so great to find someone who was already doing what I was thinking about doing. I would love to hear from other people who have used improv games and techniques in maths and statistics classes. I am learning improv at present, and like the idea of “Yes and…” I will write some more about this in time.

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## 3 Comments

Hi Nic, Andrea.

Some great challenge here! This is actually about having some fun and most math classes need that.

My idea below pale in creative comparison!

Friday last periods were always a bother so I copied most of a mathematics glossary onto cards and would make groups of 3 or 4 and give them a card.

The task was, in three or four minutes, make up a mime, dance, act, motion that would convey the idea on the card.

Wow. The first time I did this I was astonished by the enthusiasm and the result. The creativity. Ideas beyond my imagination. Looking back I see CCCC.

I had given out words like, subtraction, zero, infinity, coordinate, triangle, polygon, identity, meter, probable, mean and division. The student’s engaged and performed. All others listened and tried to guess the word on the card.

I think the best part was all groups tried, mistakes happened and no one judged. It was a load of fun and become a regular event for that class and I extended the creativity to other groups when the day was too hot, too long or just “it is time”. I became much more interested in what was happening in drama.

There are many ways to express ideas and show understanding. This activity involved the more competency based ideas of 21st C and the new curriculum. Hope this idea is of use. Easy to find math words.

Cheers, JIM

Thanks for adding that, Jim. It is really good to hear of other people doing interesting things like this. It would be so good if we could remove the subject silos a little!

Subject silos! Interesting comment. The following is not on drama!

I am working in several schools which are developing a thematic approach to learning. This involves all learning areas, usually, in the theme and in two of the schools working in a modern learning environment as well. The subject silos are vanishing in these schools.

I have just been discussing the impact for Year 9/10 students who have been learning under thematic, G-classroom, self monitoring, collaborative, 21st C ways, MLEnv ways and what that all means for their Year 11 and beyond learning.

There is a natural link between science, mathematics and technology that could continue into Year 11 and keep the thematic learning approaches alive. Here students would be assessed and gain credits towards NCEA qualifications and they may or may not gain all the requirements needed pretty much as it is now but in a much more engaged and relevant way. The data from the school I am in suggests that the lower students tend to improve and gain Merits in standards when learning is approached this way. No adult unit standard numeracy here!

I suspect that means for what we now know as Year 12 and Year 13, in this school, we have instead a senior school where all these students are one big group. In this senior school I see a turning of purpose from thematic to lines of academic, more practical and applied lines, more individual and relevant learning, with 2 year approaches to qualifications like NCEA L2 for some.

The school is very futuristic and heavily supports the intentions of the new curriculum, KCs and creating people who will succeed in the 21st C. The struggle of moving attitudes and skills, teaching approaches and developing the planning are all present. Time! Add the parental expectation which traditional drags behind by a generation or so as well and there is natural resistance to all this change but it is happening.

The silos are vanishing in some schools.