I mean, in the foreword to Impro in Denmark is by Søren Iversen, who I taught long ago, he was a Danish director, after he left. He said he'd read about [Eugeny] Vakhtangov. I'm a fan of his. When he heard that Vakhtangov had lots of tricks, he thought this was very bad. But when he came to be my student, he realised it was very good to have a lot of tricks. You saw some this morning.

Light entertainment means it mustn't teach you anything.

My feeling is the moment the theatre is not full you have to do something else. But most people somehow think 'If we did it better, they would come'. No. They don't come.

When you want to have entertainment, it must be a waste of time. I don't like that. I don't like improvisation being pointless.

I think my brain is much more intelligent than I am...so I tend to trust it.

Many teachers think of children as immature adults. It might lead to better and more 'respectful' teaching, if we thought of adults as atrophied children. Many 'well-adjusted' adults are bitter, uncreative, frightened, unimaginative, and rather hostile people. Instead of assuming they were born that way, or that that's what being an adult entails, we might consider them as people damaged by their education and upbringing.

In life most of us are highly skilled at suppressing action. Bad improvisers block action often with a high degree of skill. Good improvisers develop action.