“We know that improvisation is one of the canonical exercises of universal teaching.” – J. Rancière
While I do agree that teaching, whatever the subject, involves a healthy measure of improvising. I would, however, say that improvisation is not an exercise, but a temporal relationship that can be exercised during a given exercise.
I was just at the Texas Dance Improvisation Festival this past weekend. Thoroughly enjoyed myself.
Sitting in on a class taught by a friend and fellow Lower Lefter, Leslie Scates, I listened to the discussion at the end of class. One of the participants brought up the question of personnel vs. idea during the exercise of Number Score.
Usually, during Number Score, the content happening in the work/performance space changes when the personnel/dancers change.
This need not be.
How to train Number Score to focus on shifting personnel but maintaining the content?
Does Number Score inadvertently simultaneously train Jump Cuts?
How to train Number Score and not drop material?
Maybe beforehand determine what the material/content will be…
must investigate (though, I have always had trouble with Number Score. Not that I think it is a pointless exercise. I see its value, but I have (almost) never enjoyed it)