Chapter 6 - Group 2 BSED English 1-B Report

Republic of the Philippines
CAPIZ STATE UNIVERSITY

ROXAS CITY MAIN CAMPUS
Fuentes Drive, Roxas City, Capiz
website: www.capsu.edu.ph email address: capsumaincoed@gmail.com
Chapter 6: Soulmaking, Appropriation, and Improvisation

(a continuation report)
Bocala, Ramona
Borbon, Shainah Marie
Bulao, Mary Rose
Capundan, Rjlyn
Cajefe, Louzelle
Castillo, Shenna Marie
Dadivas, Liza Mae
Dagmil, Aivan
Daradar, Danilo Jr.
Descalzo, Imerisa
Dordas, Jennyrose
Cabe, Marchelle- group leader
Mrs. Lagrimas Trinidad

Course Facilitator
Learning Outcomes
By the end of this chapter, students should be able to;
 Develop student’s artistic ability in any form they would like to appropiate in art.
 Define improvisation and utilize the body as a basic tool in expression and
communication.
Learning matters
To achieve the learning outcomes, this chapter consists and focuses the following
matters:
I. Skills Children Learn From the Arts
II. Definition of Improvisation in Arts
a. Importance of Improvisation in Arts
b. Examples of Improvisation in Arts
III. The Body As Basic Tool in Expression and Communication
I. Skills Children Learn From the Arts
Arts, beyond being an expression and application of human creative skill and
imagination, also bring out and enhance the potential in children learning those. This
includes but not limited to: creativity, student engagement, positive habits, behaviors
and attitudes, critical intellectual skills, confidence, problem solving, perseverance,
focus, non-verbal communication skills, receiving constructive feedback, dedication,
collavoration, accountabaility, learning other skills, and learning in other subjects.
1. Creativity
Being able to think on your feet, approach tasks from different perspectives and think
‘outside of the box’ will distinguish your child from others. In an arts program, your child
will be asked to recite a monologue in 6 different ways, create a painting that represents
a memory, or compose a new rhythm to enhance a piece of music. If children have

practice thinking creatively, it will come naturally to them now and in their future career.
2. Student Engagement
The arts is hands-on, has immediate rewards, focuses on positive achievements,
develops concrete products and fosters collaboration. The arts provide many
opportunities for students to demonstrate their skills through authentic performance.
The arts enable children to grow in confidence and learn how to think positively about
themselves and learning. Arts education helps make learning matter to students by
giving them a medium to connect new knowledge to personal experiences and express
what they have learned to others.
3. Positive Habits, Behaviors and Attitudes

Arts education helps foster a positive culture and climate in schools. When schools
integrate the arts across the curriculum, disciplinary referrals decrease while
effectiveness of instruction and teachers’ ability to meet the needs of all students
increase. Learning a musical instrument, creating a painting, learning to dance, or
singing in a chorus teaches that taking small steps, practicing to improve, being
persistent, and being patient are important for children’s growth and improvement.
Students gain confidence as they try to accomplish things that do not come easily.
Learning an artistic discipline helps young people develop character. Students learn
habits, behaviors and attitudes that are necessary for success in any field of endeavor.
4. Critical Intellectual Skills

The arts foster higher levels of thinking that carry over to learning other academic
subjects as well as to life outside of school. Through the arts, children learn to observe,
interpret, see different perspectives, analyze, and synthesize. In a world where students
must frequently wade through a sea of information to determine which facts are
trustworthy and relevant to a particular topic, critical thinking skills are key to college
readiness and lifelong learning
5. Confidence
The skills developed through theater, not only train you how to convincingly deliver a
message, but also build the confidence you need to take command of the stage.
Theater training gives children practice stepping out of their comfort zone and allows
them to make mistakes and learn from them in rehearsal. This process gives children
the confidence to perform in front of large audiences.
6. Problem Solving
Artistic creations are born through the solving of problems. How do I turn this clay into a
sculpture? How do I portray a particular emotion through dance? How will my character
react in this situation? Without even realizing it kids that participate in the arts are
consistently being challenged to solve problems. All this practice problem solving
develops children’s skills in reasoning and understanding. This will help develop
important problem-solving skills necessary for success in any career.
7. Perseverance
When a child picks up a violin for the first time, she/he knows that playing Bach right
away is not an option; however, when that child practices, learns the skills and
techniques and doesn't give up, that Bach concerto is that much closer. In an
increasingly competitive world, where people are being asked to continually develop
new skills, perseverance is essential to achieving success.
8. Focus
The ability to focus is a key skill developed through ensemble work. Keeping a balance
between listening and contributing involves a great deal of concentration and focus. It
requires each participant to not only think about their role, but how their role contributes
to the big picture of what is being created. Recent research has shown that participation
in the arts improves children’s abilities to concentrate and focus in other aspects of their
lives.
9. Non-Verbal Communication
Through experiences in theater and dance education, children learn to breakdown the
mechanics of body language. They experience different ways of moving and how those
movements communicate different emotions. They are then coached in performance
skills to ensure they are portraying their character effectively to the audience.
10. Receiving Constructive Feedback
Receiving constructive feedback about a performance or visual art piece is a regular

part of any arts instruction. Children learn that feedback is part of learning and it is not
something to be offended by or to be taken personally. It is something helpful. The goal
is the improvement of skills and evaluation is incorporated at every step of the process.
Each arts discipline has built in parameters to ensure that critique is a valuable
experience and greatly contributes to the success of the final piece.
11. Collaboration
Most arts disciplines are collaborative in nature. Through the arts, children practice
working together, sharing responsibility, and compromising with others to accomplish a
common goal. When a child has a part to play in a music ensemble, or a theater or
dance production, they begin to understand that their contribution is necessary for the
success of the group. Through these experiences children gain confidence and start to
learn that their contributions have value even if they don’t have the biggest role.
12. Dedication
When kids get to practice following through with artistic endeavors that result in a
finished product or performance, they learn to associate dedication with a feeling of
accomplishment. They practice developing healthy work habits of being on time for
rehearsals and performances, respecting the contributions of others, and putting effort
into the success of the final piece. In the performing arts, the reward for dedication is
the warm feeling of an audience’s applause that comes rushing over you, making all
your efforts worthwhile.
13. Accountability
When children practice creating something collaboratively they get used to the idea that
their actions affect other people. They learn that when they are not prepared or on-time,
that other people suffer. Through the arts, children also learn that it is important to admit
that you made a mistake and take responsibility for it. Because mistakes are a regular
part of the process of learning in the arts, children begin to see that mistakes happen.
We acknowledge them, learn from them and move on.
14. Learning Language Skills
As students learn to read notes, compose music, play an instrument, memorize dance
steps, create a painting, and act in a drama, they are also learning how to develop new
concepts, build vocabulary and understand a new language.
15. Learning in Other Subjects
Works of art provide a visual context for learning about historical periods. Music,
painting, drama, and dance help literature come alive. Graphic designs and drawings,
such as those made by inventors and engineers, complement learning about scientific
and technological principles and innovations. A report by Americans for the Arts states
that young people who participate regularly in the arts (three hours a day for three days
a week) are four times more likely to be recognized for academic achievement, to
participate in a math and science fair or to win an award for writing an essay or poem
than children who do not participate.
II. Definitions of Improvisation in Arts

General Points:
 Improvisation is the art of acting and reacting, in the moment, to one's
surroundings. This can result in the invention of new thought patterns and/or new
ways to act. This invention cycle occurs more often when it is accompanied with
a thorough and/or intuitive understanding of the skills with which one is
improvising. The proficiencies in improvisation can apply to many different
abilities or forms of communication.
 The art of improvisation often focuses on bringing one's personal awareness
"into the moment," and on developing a profound understanding for the action
one is performing. This fusion of "awareness" and "understanding" brings the
practitioner to the point where he or she can act with a range of options that best
fit the situation, even if he or she has never experienced a similar situation. The
study of the skills and techniques of improvisation can strongly influence one's
competence in business, personal life, and/or in the arts.
 Improvisation is the activity of making or doing something not planned
beforehand, using whatever can be found.
 Improvisation in the performing arts is a very spontaneous performance without
specific or scripted preparation. The skills of improvisation can apply to many
different faculties, across all artistic, scientific, physical, cognitive, academic, and
non-academic disciplines.
 The art or act of improvising, or of composing, uttering, executing, or arranging
anything without previous preparation: musical improvisation involves
imagination and creativity.
 Other terms that improvisation is known by are Improv, which is often used as
the noun form of improvisation. Another is Extemporize—which is to vamp, ad lib,
and riff—all have basically the same meaning as improvisation. Colloquial terms
such as "lets play it by ear," "take it as it comes," and "make it up as we go
along" are all used to describe improvisation.
a. Importance of Improvisation in Arts

Improvisation has played a powerful role in many of the innovative
developments that have been made throughout the art history specifically in musical,
and it is a central part of how countless practising musicians today work around the
world. Improvisation is of paramount importance for enabling us to cope with our
everyday environment and its contingencies. It is also something we value highly as an
artistic achievement in music, dance and improvisational theatre. It teaches students
how to make decisions quickly, how to keep calm in a fast and emotional situation as
well as how to think, act and feel simultaneously.
b. Examples of Improvisation in Arts
Musical performances, cooking, presenting a speech, sales, personal or
romantic relationships, sports, flower arranging, martial arts, psychotherapy, the arts,
and in spiritual matters where one can derive an inspiration and support from higher
realms towards a foundational preparation through a clear and focused
extemporaneous thought and action.
 Musical Improvisation
Improvisation is an important aspect of music in general. Musical improvisors often
understand the idiom of one or more musical styles—e.g. blues, rock, folk, jazz—and
work within the idiom to express ideas with creativity and originality. Improvisation can
take place as a solo performance, or interdependently in ensembles with other players.
When done well, it often elicits gratifying emotional responses from the audience. Very
few musicians have ever dared to offer fully improvised concerts such as the famous
improvised piano recitals by composer/pianist Franz Liszt. Yet, some have managed
some very successful attempts in this tradition and genre such as a few pioneering
improvised solo piano concerts in Stuttgart, Southern Germany and in London in

the United Kingdom in the 1990s (see Polo Piatti).
 Singing Improvisation
Singing Improv is an ancient art form. Singing Improvisation is a mixture of musical

improvisation and improvisational theater. A singer makes up the words and melody to
a song at the same time the musicians are making up the music to the song.
Additionally, aspects of dance, comedy and showmanship are all part of the singing
improvisers repertoire.
 Theater Improvisation
According to the dominant acting theories of Konstantin Stanislavski, an actor

improvising a scene must trust his own instincts. According to Stanislavski, an actor
must use his own instincts to define a character's response to internal and external
stimuli. Through improvising, an actor can learn to trust his instincts instead of using
theater mugging and 'indicating' to broadcast his motives. Improv is also useful in its
focus on concentration. Obviously, in an environment in which anything is allowed to
happen, the actors must be capable of keeping their concentration throughout, even in
difficult and stressful circumstances. Concentration is a staple of acting classes and
workshops; it is vital that an actor be capable of concentrating on the scene or action at
hand. Actors who fail to keep up with an improvisation are said to be 'blocking'.
 Dance Improvisation as a Choreographic Tool and Contact Improvisation
Improvisation is used as a choreographic tool in dance composition. Experimenting with

the concepts of shape, space, time and energy while moving without inhibition or
cognitive thinking can create unique and innovative movement designs, spatial
configuration, dynamics, and unpredictable rhythms. Improvisation without inhibition
allows the choreographer to connect to their deepest creative self, which in turn clears
the way for pure invention. Contact improvisation is a form developed 30 years ago that
is now practiced around the world. It originated from the movement studies of Steve
Paxton in the 1970s and developed through the continued exploration of the Judson
Dance Theater. It is a dance form based on sharing weight, partnering, and playing with
weight with unpredictable outcomes.
 Film
The director Mike Leigh uses lengthy improvisations developed over a period of weeks
to build characters and storylines for his films. He starts with some sketch ideas of how
he thinks things might develop but does not reveal all his intentions with the cast. They
soon discover their fates and act out their responses as their destinies are gradually
revealed, including significant aspects of their lives which will not subsequently be
shown onscreen. The final filming draws on dialogue and actions that have been
recorded during the improvisation period.
 Comedy
Improvisational comedy is a common art performed throughout the world and

throughout history.
Some of the more famous North American comic improv groups are the 'Upright
Citizens Brigade' from New York City, the 'Groundlings' form Los Angeles, the 'Second
City' from Chicago, and 'Theatresports' from Calgary, Canada. They practice
extemporizing on the methods of pioneers such as Viola Spolin, Paul Sills, Del Close,
and Keith Johnstone.
 Poetry
Traditional epic poetry included improvisational moments where the reciter flattered the
audience (especially the authorities) or substituted forgotten passages to the delight of
the listeners.
There are also societies that value improvised poetry as a genre, often as a debate or
"poetic joust," where improvisators compete for public approval.
Some of those impromptu poems are later recorded in paper or transmitted orally.
Some forms of improvised poetry:
 Basque 'bertsos'
 Cuban 'décimas'
 The Dozens, ritual rhyming insults among African American ghetto youths
 Norse and Germanic 'flyting'
 Provençal and Catalan 'Jocs Florals'
 Arabic 'naqa'id'
 Argentinian 'payadores
 The 'partimen' and 'tenso' of troubadours
 Lebanese 'zajal'
 Portuguese 'cantigas ao desafio' (sung)
Usually wit is as valued as conformity within the poetical form. Some of these forms also
include humor.
 Television
In the 1990s, a TV show called Whose Line Is It Anyway? popularized shortform

comedic improvisation. The original version was British, but it was later revived and
popularized in the United States with Drew Carey as a host. More recently, television
shows such as HBO's Curb Your Enthusiasm (starring Seinfeld co-creator Larry David)
and Bravo's (television network) series Significant Others have used improvisation to
create longer-form programs with more dramatic flavor. Another improvisation based
show is I-TV network's "World Cup Comedy." In Canada, the Global Television
Network's soap opera Train 48, based on the Australian series Going Home, uses a
form of structured improvisation in which actors improvise dialog from written plot
outlines. Even more recently, Australia's 'Thank God You're Here' is a game show
where celebrities are put into scenes they know nothing about and have to improvise.
 Role-Playing Games
Role-playing games often involve a casual form of improvisational acting. A player's

character may be pre-defined, with game statistics and a history, but the character's
response to game events and to other players is improvised. Some players are more
interested in the depth of the "acting" than others, while others enjoy elaborate plots,
emotional investment in characters, and intense or witty repartees. Some earlier role-
playing games emphasize combat and game mechanics over role-playing; however,
modern storytelling games are often more plot-driven, and live action role-playing
games are often more acting-focused.
III. The Body As Basic Tool in Expression and Communication
Communication is a subject that is a lot more nuanced than you might think. Having
good communications skills isn’t just about being able to write and speak. When we
say that a communicator is effective, we are basically saying that they are capable of
getting the undivided attention of their audience and successfully passing their
message across. It doesn’t matter whether what is being communicated is part of a
daily memo or a speech at the company’s general meeting; the need for business
communication is real and urgent. There are lots of tools that can be used to
communicate with your audience effectively. Additionally, there are other tools that
can help you learn and practice the art of communication and approach perfection.
Learning all about these communication tools and how to use them is one of the
reasons for taking a business communication class.
a. Tools to Help Improve Communication Skills
Role playing isn’t something unique to business. It is typically a significant part of

every human being’s learning process, right from childhood. Children learn mostly by
imitating what they see the adults around them doing. Your greatest influences were
the adults you spent the most time with and trusted the most. These could be parents,
nannies, teachers, elder siblings and so on. When you play games with your own or
with other children, you assume different roles that adults take on and act them out. In
the process, you cement the learning process of what is expected by societal
standards.
There are a lot of elements of role playing that make it highly adaptable for use in
business communication. Role-playing activities can actually help you and your
employees develop great communication skills and strengthen the ones you already
have. If, for example, you would like to learn better techniques in oral communication,
role playing can help by putting you in situations where you need to use oral
communication. The same works for other forms of nonverbal communication, namely
body language.
Role-playing is also a great tool for teaching empathy. Through taking part in role-
playing activities, you can figuratively put yourself in the shoes of some other party
that you usually have a difficult time understanding, such as your customer, your
supplier, a government official such as a compliance officer, and even your
competition. By forcing yourself to think, act and feel like they would in various
situations, you gain a better understanding of what makes them tick. This empathy
makes it much easier for you to get your message across to your audience members,
because you can use their bodily and verbal cues to figure out what is going on in their
minds and, as a result, alter your message delivery to fit. At the end of the day, you
communicate your message much more clearly.
b. The Use of Body Language
Most of your communication isn’t verbal, but is lurking just beneath your conscious
control and perception. You may be telling the funniest joke in the world to the most
impressionable person in the world and fail to get as much as a smile out of them. It’s
not that the joke isn’t funny; it’s just that it came in the wrong packaging. Maybe you
didn’t gesture the right way, or you stood perfectly still when you were supposed to
pace around, or you simply didn’t have the right facial expressions when delivering the
punch line. This is the realm of body language, where arguably most communication
really takes place.
Body language is a kind of nonverbal communication that involves a variety of things,

such as eye contact and whether or not you make it, how you use your arms and
hands when you speak, your posture, your facial expressions and the general way you
use parts of your body other than your voice to communicate your message. When
you just use your voice to communicate, you’re only using one part of this magnificent
communication medium you have at your disposal – your body. The different gestures
you make with your body can range from the overt to the subtle. However, you can
use them to convey even more meaning than might be interpreted from the words
coming out of your mouth.
The very first aspect of body language that you must pay attention to is your posture.
How do you stand? Where are your hands when you are talking? Do you use them to
gesture a lot? What about your eyes? Do you make eye contact or do you look
everywhere but at your audience? If, for example, you stand stiffly and cross your
arms across your chest, your audience will probably take it as a defensive position,
even if your words are aggressive and the exact opposite. If you put your hands in
your pockets during a speech, the audience might take it that you’re hiding something
or aren’t being very straightforward in general.
You should learn as much as you can about body language because the right or
wrong body language could be the difference between landing your next big customer
and languishing with small customers because you just can’t seem to close the deals
that really matter. It could be the difference between motivating your employees to hit
their targets and work at their full potential and bringing them into another mundane
year performance-wise.
The best practice for body language, especially if you’re not comfortable practicing in
front of an audience, is to stand in front of your mirror and start practicing. You can
learn which postures work and which ones don’t, as well as gestures and facial
expressions. Try not to gesticulate too often, or your listeners will be distracted by your
hand gestures and completely miss your message. Your goal should be a relaxed
posture with your hands hanging comfortably at your sides.
c. Creativity and Academics: The Power of an Arts Education
Increased self-confidence and self-understanding, enhanced communication skills,

and it may also improved cognition which is the core reason for teaching the arts.
The arts are as important as academics, and they should be treated that way in
school curriculum. Learning art goes beyond creating more successful students. We
believe that it creates more successful human beings. This is also to prepare
students for professional careers in the arts, while also equipping them with the skills
and content knowledge necessary to succeed in college. Here are five benefits of an
arts education:
1. Growth Mindset
Through the arts, students develop skills like resilience, grit, and a growth mindset to
help them master their craft, do well academically, and succeed in life after high
school.
2. Self-Confidence
Through the act of making arts, it will help overcome insecurities and may be found
the creativeness and place in life.
3. Improved Cognition
Research connects learning music to improved "verbal memory, second language
pronunciation accuracy, reading ability, and executive functions" in youth (Frontiers
in Neuroscience)
4. Communication
One can make an argument that communication may be the single most important
aspect of existence. Our world is built through communication. Students learn a
multitude of communication skills by studying the arts.
5. Deepening Cultural and Self-Understanding

While many find the value of arts education to be the ways in which it impacts
student learning, It will feel the learning of art is itself a worthwhile endeavor.
A culture without art isn’t possible. Art is at the very core of our identity as humans.
References:
https://www.newworldencyclopedia.org/entry/Improvisation
https://www.google.com/url?sa=t&source=web&rct=j&url=https%3A%2F-
%2Fblog.americansforthearts.org%2F2019%2F05%2F15%2Fthe-top-10-skills-children-
learn-from-the-arts&ved=2ahUKEwjlmcnXmrzuAhUFKaYKHWEcCtYQFjAAe-
gQIARAB&usg=AOvVaw3fbZyE4cnTJu791X_YyMEk&cshid=1611759807466
https://www.edutopia.org/blog/creativity-academics-power-of-arts-education-
neil-swapp
https://smallbusiness.chron.com/tools-effective-communication-43236.html

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Republic of the Philippines

CAPIZ STATE UNIVERSITY

Chapter 6: Soulmaking, Appropriation, and Improvisation

Mrs. Lagrimas Trinidad

By the end of this chapter, students should be able to;

I. Skills Children Learn From the Arts

a memory, or compose a new rhythm to enhance a piece of music. If children have

3. Positive Habits, Behaviors and Attitudes

4. Critical Intellectual Skills

10. Receiving Constructive Feedback

Receiving constructive feedback about a performance or visual art piece is a regular

experience and greatly contributes to the success of the final piece.

14. Learning Language Skills

15. Learning in Other Subjects

II. Definitions of Improvisation in Arts

a. Importance of Improvisation in Arts

improvised solo piano concerts in Stuttgart, Southern Germany and in London in

Singing Improv is an ancient art form. Singing Improvisation is a mixture of musical

According to the dominant acting theories of Konstantin Stanislavski, an actor

 Dance Improvisation as a Choreographic Tool and Contact Improvisation

Improvisation is used as a choreographic tool in dance composition. Experimenting with

Improvisational comedy is a common art performed throughout the world and

Some forms of improvised poetry:

In the 1990s, a TV show called Whose Line Is It Anyway? popularized shortform

Role-playing games often involve a casual form of improvisational acting. A player's

III. The Body As Basic Tool in Expression and Communication

a. Tools to Help Improve Communication Skills

Role playing isn’t something unique to business. It is typically a significant part of

b. The Use of Body Language

Body language is a kind of nonverbal communication that involves a variety of things,

c. Creativity and Academics: The Power of an Arts Education

Increased self-confidence and self-understanding, enhanced communication skills,

5. Deepening Cultural and Self-Understanding

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