Rimmer-Piekarczyk, R., 2013.

Improvising with Material in the Higher Education Dance Technique Class: Exploration and Ownership

In this article the author, Rachel Rimmer, explores how improvisation can facilitate skills that are transferable to other areas of dance practice, enabling different areas of study to complement each other. The experimental forum of improvisation as an alternative method of learning technique is considered, contemplating the value of this approach in relation to the ownership and embodiment of learned material. This investigation is based on Rimmer' experience as a teacher in higher education. In both educational and professional dance environments, improvisation is frequently used as a strategy for devising movement and therefore sits comfortably alongside choreography. For some students, improvisation and technique might initially seem like a curious combination, but as a method for researching movement, it has the ability to deconstruct the "hierarchical approach, where the teacher presents an expert model to be imitated by learners." It invites students to lead their own learning experience and provides them with the opportunity to view their technical work through an alternative lens. In this context, the purpose of improvisation is not to create new material, but to work with existing material and engage at a deeper level. Introducing improvisation into the technique class provides opportunities for students to connect with learned material on many different levels. Feedback from students reinforced Rimmer's conviction that this pedagogical method can develop key skills related to technique and performance, as well as those that are transferable to other areas of dance practice.