Joining the Conversation: Step One

Kayla Edge

English 1103

Joining the Conversation: Step One

Cast: Kayla Edge, Lauren Miller, Jessica Brock, Roger Wooster, Mandie Moore, and the Drama Education Network.

Setting: It is a Friday afternoon, the sources are gathered together in a conference room to create an argument to take to the state about the funding of theatre arts in elementary school. Sources are discussing the benefits to show using personal experiences and their own research.

Miller: “The purpose of my study was to articulate the cognitive development skills that are gained when children participate in theatre arts programs. With the proper articulation, I can use the study as an advocacy platform to raise funding for such programs.”

Brock: “Similarly, the purpose of my study was to explore how teachers can incorporate theater arts into their lessons and/or teaching styles, and to find if doing so has a positive effect on students. The instruction of more traditional subjects such as language arts, math, and history often takes precedence over theater arts in the classroom when teachers feel the pressure of time constraints. As well, like you said, budget cuts are frequently cutting funding for theater arts programs in schools. If teachers do not take it upon themselves to seek alternative ways to expose students to theatre arts, they may never be exposed to the subject area.”

Edge: “We all agree that theatre should be taught to elementary school student in one form or another. Whether it is by a theatre arts program or by teaching methods brought upon by teachers. I know personally, over the years, I have gained so many personality traits by being involved in theatre. Some of which include dedication, leadership, and self-confidence. These traits need to be seen by a higher power.”

Miller: “I agree. I believe that understanding students with an innate interest in the arts have a correlation with their interest or motivation of producing art is vital for parents and educators to understand.”

Drama Education Network: “One of the traits we have seen in children includes self-discipline. We have concluded that the process of moving from ideas to actions to performances teaches the value of practice and perseverance. Drama games and creative movement improve self-control.”

Wooster: “The claim that drama can contribute to self-discipline, personal and emotional development and human relationships, has been substantiated by much of the admirable work many of us have seen.”

Miller: “I encountered a student named Brian in my production of Peter Pan with an elementary school.  Before starting rehearsals, teachers informed me that Brian has had trouble in school in his academics and behavior in the past. As soon as he was cast, Brian showed a great commitment outside of his normal character to the play and his part. He was on time to rehearsals, focused during his scenes and promptly learned all his lines.”

Moore: “That example perfectly backs up my idea that students are fully involved in learning with drama. They are immersed into the subject. Their bodies, minds, and emotions are extremely active when they become engrossed in the drama.”

Brock: “And just imagine the possibilities of teachers using theatre as a means of teaching. For example, if the students are having an enjoyable time writing and performing a skit about how the human digestive tract works, they are learning while having a good time and may not actually realize that they are doing school work and learning.”

Moore: “I completely agree. Not only should teachers use drama to teach the elementary curriculum, but also use drama to teach the students. The educator’s job in the classroom is to teach students the curriculum and help them become life-long learners.”

Drama Education Network: “Another skill we have seen in children who are involved in theatre arts is communication. Drama enhances verbal and nonverbal expression of ideas. It improves voice projection, articulation of words, fluency with language, and persuasive speech.

Miller: “Similarly, I have found that students apply processes and skills in composing, arranging, and performing work and use a variety of means to communicate meaning and intent in their own original formal and informal works.”

Brock: “Through interview and observations, I also found that theater arts integration in the classroom sparks moral and creative expression. If students are allowed this opportunity of expression, they will feel more in control of their education. School will be less of a chore and more of a privilege.”

Wooster: “Educational drama essentially uses children’s innate ability to play and role-play as a way to deepen and make their process of learning more efficient.”

Drama Education Network: “Also, it focuses on concentration. By playing, practicing, and performing, children develop a sustained focus of mind, body, and voice, which also helps in other school subjects and life.”

Moore: “Drama involves imaginative transformation and reflection on experiences, and helps students expand their ability to act out thoughts in their minds. This skill is necessary for organizing thoughts and problem solving situations in everyday life. Drama is also beneficial because of how much the students engage with each other.”

Drama Education Network: “This brings up in our research, the skill of cooperation/collaboration. Theatre combines the creative ideas and abilities of its participants. This cooperative process includes discussing, negotiating, rehearsing, and performing.”

Edge: “Overall, we have a good foundation of why theatre should be taught to children in elementary school. Without this way of teaching, students may not be exposed to these valuable skills that they will need in everyday life.”

Miller: “Also, the effect of the lack of theatre arts programs not only is hindering our students’ appreciation and understanding of this important artistic aspect of our society, but it could be causing a unique learning experience to be missed.”