Imagination is as effortless as perception, unless we think it might be ‘wrong’, which is what our education encourages us to believe.

I see a great lack of stories around. I bought six literary magazines and looked through them to see what people were doing. There wasn't a story in them. They were all about how poetic the feelings of the author were.

The improvisation had to be in public, because you only get value playing to strangers.

None of us really grow up. All we ever do is learn how to behave in public.

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.

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.

I'm not against work, I think work is great, I work a lot; but if you want to play, the consequences must not be important.