MaryamPages

From Computational Cell Biology

You do not have permission to edit this page, for the following reason:

You can view and copy the source of this page:

You could put what you want to run by me here. VrundaShah '''What is improv and why use it''' '''From http://performanceofalifetime.com/improvisation.html''' ''First I wanted a definition for improvisation, to help understand the work better. Therefore I added this definition.'' Improvisation is performing without a script — you make everything up on the spot, in real time. Onstage, improvisation produces imaginative, funny, connected performances. ''The following descriptions helped create a link for me between improv techniques and how they can be used to build community in work and education settings'' The great news for business is that the discipline and practices of stage improvisation are directly transferable to everyday life and work. Our conversations, relationships, teams, and work projects are all (potentially) creative, collaborative improvisational activities. People and organizations need ways to get outside the box, to take risks, to make new choices and discover new possibilities. Improvisation-based training provides concrete skill development and a catalyst for new ways of thinking and behaving. Improvisation lets you — makes you — throw away your script as you listen, focus, and attend creatively to everything and everyone in your environment. And that leads to new performances, new possibilities, and change.t: '''From your grant:''' ''The following paragraphs helped me understand why using improv techniques were especially useful in the teaching of computational biology'' The training and education approaches for undergraduate and graduate programs that integrate computer science, applied mathematics and biological disciplines, i.e computational biology, are still fluid. This provides a rich opportunity for creative processes to contribute to the overall development of the computational biology curriculum and the possibility of including creative practices within the curriculum as a pedagogical approach. Learning and creativity are social (Vygotsky, 1978; Holzman, 2009), creativity can be fostered, and the understanding and practice of research as an improvisational performance creates the context in which scientists are able to continuously transform how they see and do science. ''The following paragraph highlights the importance of using improv to teach and build collaborative teams'' It is possible to go through one’s research life as if one is playing out a script in an already written play, rather than engaged in the task of continuously using the materials available to collectively create with other people. There is a tendency to relate to environments as if they were fixed or pre-determined, and to see people as being in, rather than creating the environment. Similarly, scientists, students and faculty are often constrained in scripted roles in academe. The use of improvisation in domain specific contexts can free the participants (actors) from the social-emotional constraints of the educational and research setting of “having to be right” and “look smart” so that they are able to “play with” the ideas that are presented. By playing games in improv workshops, the participants are able to focus and at the same time develop the ability to look at their topics, their concepts, their data in new, rather than pre-scripted, ways. The most valuable learning occurs when people are engaged creatively - in activities that allow them to use their imaginations intellectually, socially, artistically and culturally (Egan, 2005; Eisner, 1998, 2005; Holzman, 2009). '''Material on -- What is their need, How can this help them''' From Weizmann Young PI Forum,: Power of Peer Support by Milo and Schuldiner How to pick the best projects How to interview and choose students to work with How can we write successful grant applications How do we perform in the lonely moments of a decision How do we handle the heavy load of tasks,a flood of meetings, documents, and decisions. ''They set up a peer support group.'' We have found that, by and large, there seem to be two types of meetings: Those that deal with dilemmas and those that focus on teaching a skill. In both types, the presenter allows ample time for people to comment and share their views and ideas. In both types, the premise is that the group has the "know-how" and experience that can benefit everyone when shared in the right atmosphere and context. In dilemma-based meetings, the volunteer presents the issues verbally and then provides opportunities for discussion. In skill-based meetings, presentations are often used to guide the session; however, we still maintain an informal setting and foster discussions. One of the beauties of this scheme is the simplicity of leading a meeting. There is no need for prolonged preparation. It can be as simple as sharing what is on your mind or a a specific subject you are worried about. Since the subject is often one that other members are grappling with too, the discussion proceeds naturally. ''The paragraph above talks about how important information is shared and help is sought when people let loose and are able to talk freely about the issues they are grappling with. I think the reason I've written these passages here is because I see this peer support group as something that could potentially result from people sharing ideas and letting go of their inhibitions, that is, something that could be more easily accomplished after learning some improv techniques'' The meetings have also formed a platform for informal discussions and a desire to help each other in reading grants, manuscripts, and discussing scientific ideas. Since our members come from diverse scientific fields, our interaction also leads to interesting cross discipline fertilization. In the larger perspective, we believe that this initiative is another manifestation of the process of changing the culture of science: an appreciation that even though science deals with objective truths, the pursuit of the secrets of nature is a process where feelings should be acknowledged and people should be supported. The process of scientific endeavor requires motivation, creativity, and collaboration, which are all traits that are affected by our subjective personal feelings that flourish in a nurturing environment. The power of learning from peers and the ability to share our feelings of confusion can enable us to better confront the mysteries of nature, and be proud of how we do it. (Milo and Schuldiner, 2009). ''The paragraph above is reiterating what I think we are trying to say, which is that human interactions and emotions are important to recognize in building a successful scientific collaboration. Your work at the improv workshop can give people the tools to foster such environments, fulfilling a great need that is out there for many scientists, as this paper proves. I'm not sure if this needs to be included in any of the websites, but I thought it was worth putting down for the time being.'' '''Improvisational Theater Exercises and Games''' ''I was thinking some mention can be made on the website of what kind of exercises or techniques you use, to give people an idea of what they're signing up for. Therefore I included some examples of your warm up exercises here'' ''Strategy'': We're doing short form exercises, the focus is on the group and listening. We're not going for the joke or comedy which is more familiar from the "whose line is it anyway" The comedy will come from the team working together (from Improv Science July, Harvard Systems Report). A warm up exercise that builds group awareness involves everyone walking without speaking around the room. At any time a person can choose to stop. Once a person stops, the whole group stops. The group moves again when the first person who stopped begins to move again. The initial movements of the group are slow and jerky. Over time the group develops rhythm and awareness. A common tension is that early in the exercise, people explore controlling or tricking the group with quick stop and start moves. As the group continues to focus on moving together this tension often disappears. Exercises of speaking in gibberish have participants literally create meaning in the absence of meaning laden words. When participants pair off and tell a joke in gibberish to one another, they experience the humor of the joke and creating meaning. Multiple variations exist and are made for flexing the actors/scientists muscles in supporting a fellow actor/scientists, creating meaning and being spontaneous. '''Participants' Responses''' ''I was thinking we could have this on the website, people's responses to the workshops to highlight their effectiveness'' Participants have stated feeling refreshed, not knowing they were stressed, being able to talk although they were terrified of speaking. ''From Improv Sciene: July 9th Harvard Systems Report'' Kelly learned that she could talk to people without having to know what to say. Tara found it a great way to meet people. Andy thought on previous occasions when he didnt' come, "I'm not funny, I'm not spontaneous, I'm not...Oh wait, that's exactly why I should come. Answering talks and giving presentations requires that" '''Comments on the Wiki Link "Improvisational Theater for Computing Scientists"''' ''Under the heading 'Performance Groups,' the first entry is 'Graduate Improv Troupe.' There is no link provided. What is this referring to?'' ''Refers to: Gerber, facebook, Northwestern University (maybe)'' ''I found links to Elizabeth Gerber at Northwestern who is also exploring improv techniques but must find out about this "Troupe"'' ''Instead of the heading "Performance Groups," how about "Groups Performing Science"?''

Return to MaryamPages.