Theses and Dissertations from DePaul University

Date of Award

Spring 2026

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College

College of Education

First Advisor

Amira Proweller

Abstract

Scripted and standardized curricula remain prevalent in American classrooms. Relying on an authoritarian view of education, in which the teacher imparts knowledge to students, scripted curricula can delegitimize the teaching profession, stifle dialogue, and limit student engagement. Conversely, decentering the teacher can create space for more collaborative and engaged learning. This basic interpretive qualitative study explored how Chicago Public Schools drama teachers described their experiences incorporating improvisation into their instruction. Grounded in critical pedagogy and a social constructivist epistemology, this study examined how drama teachers currently use improvisation in their classrooms, as well as the benefits and challenges they encounter in doing so. Data were collected through semi-structured interviews with seven drama teachers across the district. Findings suggest that participants view improvisation as foundational to the drama curriculum and can extend beyond its use as a theatrical technique. Teachers described improvisation as a pedagogical approach that supports collaborative and interdisciplinary learning and empowers students’ unique and creative voices. At the same time, the findings highlight the complexities of implementing improvisation in public schools, including curricular and structural challenges, as well as managing safety and boundaries. This study contributes to a greater understanding of how improvisation is used within the drama curriculum of an urban school district and suggests that improvisation has the potential to counteract the current prevalence of scripted and standardized learning and support a democratic society.

Download

Included in

Education Commons

Share

COinS