Improvisation as a phenomenon of creative reflection and an indicator of developmental interaction
DOI:
https://doi.org/10.35774/pis2026.02.111Keywords:
improvisation, personality, creativity, authenticityAbstract
This article examines improvisation as a multidimensional psycho-pedagogical and psycho-aesthetic phenomenon that integrates creativity and reflection, sociocultural adaptation, self-cognition, and dialogical interaction among participants in the educational process. The study highlights improvisation as a significant resource for personal development within the transition from the traditional classroom-lesson system to a modular developmental organization of education operating within a post-nonclassical, rational-humanistic vitacultural paradigm (A. V. Furman and his scientific school). In particular, improvisation is conceptualized as a personalized, intentionally artistic manifestation of innovative educational interaction. Its structural levels, dynamic modes of expression, and conditions of emergence within subject-subject interaction in the teacher-student system are analyzed. It is argued that improvisation in both artistic and educational contexts shares a common ontological nature, functioning as a collective act of existential self-realization among actors on the theatrical stage and participants in classroom interaction. Such activity activates spontaneous productive, psycho-spiritual, and self-regulatory resources of intensive personal development. The study substantiates that an innovative Ukrainian educational system of creative orientation integrates principles of theatrical art and facilitates the realization of humanistic ideals through a specific form of developmental interaction—psycho-aesthetic educational interaction. Within this framework, improvisation functions as a key mechanism of co-creative, productively oriented collaboration among authentically motivated participants in the learning process. The article proposes an original typology of improvisation as an act of personal creative self-realization (highly spontaneous, adaptive, semi-planned, contextualized), as well as a stratified model of sociocultural adaptation (harmonious, neutral, critical, and oppositional), reflecting varying degrees of engagement in developmental educational interaction. A diagnostic toolkit has been developed, including reflection-based questionnaires for primary school pupils (grades 1-2 and 3-4) and an expert evaluation matrix designed to identify improvisational manifestations in students’ reflective-cognitive activity. These instruments make it possible to determine levels and types of improvisation, analyze the psychological conditions of its development, and assess the quality of pedagogical interaction as well as the situational integrity of the innovative psychological climate. It is further emphasized that within A. V. Furman’s modular developmental system, improvisation emerges as a system-forming factor of the educational process, ensuring open, flexible, and co-creative interaction, while fostering a supportive psycho-emotional environment grounded in trust, freedom of choice, and partnership among participants in the educational process.
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