I'm teaching spontaneity, and therefore I tell them that they mustn't try to control the future, or to 'win'; and that they're to have an empty head and just watch. When it's their turn to take part they're to come out and just do what they're asked to, and see what happens. It's this decision not to try and control the future which allows the students to be spontaneous.
Answer
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Question
I'm teaching spontaneity, and therefore I tell them that they mustn't try to control the future, or to 'win'; and that they're to have an empty head and just watch. When it's their turn to take part they're to come out and just do what they're asked to, and see what happens. It's this decision not to try and control the future which allows the students to be spontaneous.
Answer
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Question
I'm teaching spontaneity, and therefore I tell them that they mustn't try to control the future, or to 'win'; and that they're to have an empty head and just watch. When it's their turn to take part they're to come out and just do what they're asked to, and see what happens. It's this decision not to try and control the future which allows the students to be spontaneous.
Answer
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pdf
owner: ok - (no access) - [Keith_Johnstone]_Impro__Improvisation_and_the_The(z-lib.org).pdf, p33
Summary
status
not learned
measured difficulty
37% [default]
last interval [days]
repetition number in this series
0
memorised on
scheduled repetition
scheduled repetition interval
last repetition or drill
Details
No repetitions
Discussion
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