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Transforming Teaching and Learning Through the Power of "Yes And"

Improv is a technology for human connection.

Many of the improv games and exercises we play today were developed by the mother of improvisational theater, Viola Spolin, who wanted to create teaching methods that could cross cultural barriers. At its core, improv functions as a highly refined system of observing, connecting, and responding with one major rule: “Yes And.” Improvisers learn to say yes to another’s ideas and add their own ideas to create something new together.

Improv builds critical skills.

In the US, nearly 40% of students with disabilities don’t graduate high school, and more than 50% of youth on the autism spectrum don’t participate in post-secondary employment or education. Strengthening communication and social skills is a critical piece of changing this picture. Improv shows great promise as a method for developing social communication skills in a safe, supportive, and creative environment.

Improv creates optimal conditions for learning.

Communication and social interaction are “ecological” phenomena – they’re things that happen between people. Individual skills matter, but what may matter even more is creating the right conditions for learning. When educators create learning environments that reinforce listening, accepting, supporting, taking risks, and letting go of mistakes, magic happens. Youth on the spectrum do things that no one – sometimes not even themselves – thought was possible.

Improv is fun!

Too often, students find social skills instruction to be dull, dated, or cheesy. And the last thing educators need is another scripted, one-size-fits-all program. What if teaching and learning looked more like this?

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Improv connects people!

Offer

All improv scenes begin with an offer. An offer is any piece of information that adds to what we know about the who, what, and/or where of a scene. For example, a player might say, “What a great day for the beach!” Everyday communication and social interaction also are made up of offers. For example, we might begin an interaction with a friend by offering a smile and a wave.

Aware

One must have awareness in order to recognize that an offer is being made. Improvisers work hard at developing awareness, which includes not only listening to another’s words at the literal level – but also reading tone and body language. Again, this skill transfers to real life interaction.

Accept

One of an improvisers most sacred duties is to accept the offers made by their scene partners. They don’t literally have to say “yes” to an offer, but partners must accept the reality each other is creating. If a partner says, “I poured you some tea,” then tea is what it is! Not orange juice, not milk. A character doesn’t have to like tea or drink tea, but as an improviser, one must accept the reality of that offer. This skills of accepting another’s reality – even when it’s something one doesn’t like or agree with – is transformational.

Add

Now comes the “And” in “Yes And.” Once a player has accepted the offer of their scene partner, that player gets to build on that offer and add new, connected information. In our earlier example, a player made the offer of “What a great day for the beach!” Their scene partner might respond by saying, “Yes, the weather is beautiful! I can’t believe we’re the only people here!” The addition made by the scene partner becomes a new offer, which the other player(s) must become aware of, accept, and add to – and round and round we go!

Yes And...

This cycle of Yes And forms the basis for all of our improv work, and it becomes a guideline for everyday communication and social interaction. The “Yes And Brain” helps us to be fully present so that we can connect and co-create with others. In addition to doing silly makemups, this practice enables us to problem solve around difficult situations, co-develop innovative solutions, and reframe the actions of others as “offers” in a shared experience.