I had a full week of improv teaching and facilitating last week, including running 5 short 1 hour and ten minute sessions for a school celebrating 2 days of end of term Art Jam. I worked with groups of between 8 and 14 students and we played warm up games and they learned some improv basics in a fun and interactive way.
In my second session of my first day I encountered Pete. I could see (it was obvious) that he was out of the ordinary. He struggled with eye contact and found it difficult to do the fun and spontaneous silly stuff when we went around in a circle, but he seemed to have a spark of enjoyment about what we had done and that was great.
After a fifteen minute break I got ready to receive another group, who were coming from doing something else entirely. Who should join this group? Pete. This time he was bolder and more silly. When it came to the final game (an interview game with two players playing the talking characters hands) he volunteered, sat down, and when I asked for an expert he announced that he would be an expert in Soviet monkeys. And that is what he was; confidently, loudly and hilariously. The teacher who had joined this group told me afterwards how delighted he was that Pete had participated and spoken up – he never says anything in class.
Pete was one of the first kids to arrive the next morning for the first session. He was becoming an expert himself. Funny, clever, silly and totally committed, he had an absolute blast. And so did I, watching him. He tried to come to the last class too he but was hurried off to the session on his schedule. I don’t know if it was any good for him.
But I was so chuffed to have had him choose my improv sessions. I saw the deep magic of it in practice.