Improvisational Theater Classes Improve Self-Concept.

Claims are often made that classes in improvisational theater (improv) are beneficial to self-concept. However, empirical evidence supporting this assumption is scarce. The present study investigated the effect of improvisational theater classes on children's self-concept. Fifty-two elementary schoolchildren participated in an experimental, repeated-measures, control group design. Children aged 8 to 11 enrolled in an afterschool program were randomly assigned to take improv classes or study hall, switching halfway through the academic year. Self-concept was tested 3 times (at the beginning, before the semester switch, and at the end) with the Piers-Harris Children's Self-Concept Scale, Second Edition (Piers & Herzberg, 2002). Results revealed a significant positive effect of improv classes on self-concept, but only for those students who began with a relatively lower level of self-concept. This positive effect of gains in self-concept following improv classes was maintained over time. These findings support claims that educational theater in the form of improvisational classes has a positive effect on self-concept in children, specifically for those children with relatively lower self-concept. Improvement in self-concept via improvisational theater may come from improv's specific emphasis on cognitive constructs that underpin self-concept, such as working in agreement, spontaneity, commitment, and being present in the moment (e.g., through maintained focus, active listening and observing, eye contact, and emotional presence). [ABSTRACT FROM AUTHOR]