Letter to an Elementary School Student

Dear Jaziya,

   I am so happy to hear that you love to write! I love to write also. I enjoy writing fiction stories like you. I am very thankful for my parents and teachers as I was learning to write. My favorite memories as a writer began when I was about your age. When I first learned to write, I did not stop. I wrote these little books about my pet rabbit, and I drew pictures too. I enjoyed entertaining my family with these books. Also, when I was in fifth grade I won an essay contest in my class. I think that you will become an amazing writer one day. I hope your imagination and love for writing never stops. I have grown so much from elementary school until now, in college. I know you will too. Your talent and passion will only get stronger. I am very interested about your story with the jellybean and rock candy. I am sure it is very good, and I am glad it is your favorite piece of writing. My favorite piece of writing was a research paper about forests being cut down that I wrote when I graduated high school. Never give up on your dreams, Jaziya!

Workshop Reflection: Joining the Conversation Step Two

Each of my group members contributed equally to the revision of my paper. Brian pointed out that my paper started out as more of an annotated bibliography, and that I could fix that by taking out certain portions of my sentences. Rachel pointed out a lot of grammatically incorrect statements in my paper, and helped me to understand the format that I was lacking. Dominica helped me with the improper placement of quotation marks, and also saw some sentences that were not clear to her, and helped me change the wording to make it flow better.
The most helpful piece of advice I received was from Dominica. My main goal in writing is to make sure my readers fully understand what I am trying to get across. By pointing out things that she did not understand, Dominica helped me fulfill this goal.
The least helpful piece of advice I received was how to fix the heading at the top of my paper. Although this is a very important step, it will be last in my revision.
My plans for revision start with the content of my paper. There are a few parts I need to reword or take out, and I will do that first. I will make sure my paper flows nicely and is easy to understand. After that, I will proofread my paper again and fix any grammatical errors present.

Joining the Conversation Self Assessment

My goals in writing this paper were to clearly meet all of the assignment while also providing quality information to my readers. I chose to revise Step One, and I met my goals by making an outline of all the points I wanted to make, and then went back and found the research from the sources to support the points.
I used my time to fully read all of the sources and highlight important ideas I wanted to conclude. After doing so, the process of the writing the paper went by fairly quickly. Making the outline was a useful way to manage my time and also helped me fulfill my goals.
I saw my writing changing throughout my paper. Each source was a "character" in the story. Each had a personality and a different way of speaking. Through this, I was able to expand my different ways of writing. As I was deathly sick and unable to take part in the workshop, I turned to my cousin for feedback on my paper. She explained to me when my paper did not flow as well and helped me to rethink what I was trying to say.
I learned more than I thought I would about myself as a writer. I spent all four years in high school involved in theatre and writing plays. Scripts and dialogue come more naturally to me then writing an academic paper. I am more comfortable and confident in my writing that way.
The hardest part of writing this paper was finding the time. I should have got it done sooner, but I waited until I worked eight hour shifts over the weekend. The easiest part was finding statements and studies by the authors. I had already had the main points highlighted, so putting them together was easier.
I am the proudest of all the significant research I had to include. I feel that I had a strong paper because all of my sources supported each other and went together very well. I still am not sure if all of my readers will clearly understand the flow of my paper, and that still might need improvement. I tried to write as best I could to make it flow, but every reader is different.
My writing process started with highlighting important parts in all of my sources. From then I constructed dialogue between them to help support my inquiry question. The information from each source fir together very well and contained great support. After revising my first draft, I went back and added new information and fixed parts of my paper that were not clear enough.

Joining the Conversation: Step Three

Kayla Edge

English 1103

14 April 2013

Joining the Conversation: Step One Revised

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

Setting: 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.”

Moore: “Drama is a natural, innate form of learning for children. As young as toddlers, children play house and pretend to be doctors, teachers, or some other career, which fascinates them. It allows children to explore and make sense of the complexities of life without experiencing failure.”

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

Moore: “Research on drama in education will also inform future and present elementary school teachers the benefits of maintaining a drama integrated classroom.”

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.”

Moore: “Exactly. That helps to develop valuable social skills in young children. In order for children to be able to learn, they have to feel safe and comfortable. The engagement with each other in drama builds trust and strong relationships.”

Drama Education Network: “Trust is also a skill we have found in students. Social interactions and risk taking are the main contributors we have found that lead to this. Also, imagination is a very significant quality that drama brings to young children. Making creative choices, thinking of new ideas, and interpreting familiar ideas in new ways are essential to drama.”

Moore: “That research supports my interactions with students as well. When I student taught a second grade class last year, one of the required benchmarks to meet was to teach about Thanksgiving. Instead of telling the students about Thanksgiving, I let them be the teachers. I assigned them each to a group, which would cover a specific topic of Thanksgiving. I told the class that their group was to choose some way to teach the class about their topic. Without influencing their decisions, I noticed that every one of the groups chose to use role play to teach. It was an immediate, unanimous decision made by all groups. This told me that children most definitely love using drama to learn. On the day they were to teach, the students really imagined themselves back in time to the first Thanksgiving. Students came dressed to look their parts. Many of them did extra research on their own to learn what their Pilgrim role would look and act like. While each group went in front of the room to teach, the class was intensely involved in the learning.”

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.”

Moore: “The educator’s job in the classroom is to teach students the curriculum and help them become life-long learners. To become a life-long learner or someone who uses their skills to teach himself and solve everyday problems, the person must acquire some basic social and problem solving skills. Drama is a great way to develop these skills.”

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.”

Annotated Bibliography Second Draft Reflection

        The most helpful piece of advice that I got from Megan was that in three of my annotated bibliographies, my second paragraph included information that was appropriate for the third paragraph. This is important because it made me realize that I did not fully understand the process of analyzing the sources. I can go back to notes taken in class and reevaluate the way I approached the sources and how to analyze them and find their strengths and weaknesses.
        Megan had a valid and good point on all of the advice she left me. After reading through them all, I do not find one of them to be "least helpful". I plan to take everything she said into consideration during my revision. The misuse of quotation marks will probably be my last priority, but is definitely still helpful to my paper.
        I did not have any questions about Megan's comments specifically. Instead, I was wondering how I could improve my analysis of the sources. I am not exactly sure what qualifies as a "strength" or "weakness".
        My plans for revision start with fixing the contents of my paragraphs. I plan to have a better separation between the summary, the analysis, and how it will help me. After making sure the content is in the appropriate order, I plan to fix the position of the quotation mark in the first paragraph. Then I plan to revise sentences that did not quite make sense, and make sure my point clearly is explained to my reader. Also, I plan to make sure that I take third person out of every paragraph except the third. Then I need to figure out a way to write some portions of my paper more formally, like Megan suggested.

Joining the Conversation: Step Two

Kayla Edge

April 9, 2013

English 1103

Joining the Conversation: Step Two

            Recently, the lack of interest in theatre education in elementary schools has pushed researchers to elaborate on the benefits the education presents. Early studies began to find the significant benefits in young children. To verify these findings, more researchers got involved with their own studies. This paper describes five sources and how they contribute to the conclusion that theatre arts education highly benefits the cognitive and social development elementary school students.

            Through the first articled studied, the author focused on the research question: how do elementary school theatre arts programs impact the cognitive development skills in children? It was concluded that the purpose of the author’s study was to articulate the cognitive development skills that are gained when children participate in theatre arts. With the proper research, she plans to use the study as a platform to contribute to funding for more theatre arts programs (Miller, 2011). Similarly, in the second article, the purpose of the study was to explore how teachers can incorporate theater arts into their lessons and teaching styles, and to find if the incorporation has a positive effect on students. If teachers do not take it upon themselves to seek creative ways to expose students to theatre arts, those skills may never be obtained (Brock, 2011).

One of the traits gained by students involved in theatre is self-discipline. It has been concluded that the process of moving from ideas, to actions, to performances teaches the skills of practice and perseverance. Drama games and creative movement improve self-control in the children (Drama Education Network). The idea that drama can contribute to self-discipline, personal and emotional development, and human relationships, has been shown by many researchers. Also, through theatre, it is possible for children to address their personal and social needs, as well as come to terms with their own selves in the world (Wooster, 2007). Through Miller’s research, she produced the musical Peter Pan with a group of elementary school students. One student that showed great improvement was a child named Brian. Before starting rehearsals, Brian’s teachers informed her that he 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 (Miller, 2011).

Another conclusion from research concludes that students are fully involved in learning with theatre arts. They are immersed into the subject. Their bodies, minds, and emotions are extremely active when they become engrossed in the theatre (Moore, 2004). With this information, it is important for other researchers to find ways that teachers are incorporating this learning into their everyday teaching lessons. The possibility of teachers using theatre as a means of teaching can greatly influence the amount of information the students are retaining. 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 (Brock, 2011).”

The skill of communication has been shown in students who are involved in theatre at a young age. Theatre “enhances verbal and nonverbal expression of ideas. It improves voice projection, articulation of words, fluency with language, and persuasive speech (Drama Education Network)”. Similarly, Miller found that students apply processes and skills in composing, arranging, and performing work. They use a variety of ways to communicate meaning and intent in their own original formal and informal work (Miller, 2011). Personally, I have found that I had a significant improvement on my communication and speaking skills through involvement with theatre. Not being able to give a speech or presentation was an insecurity of mine while I was younger. Theatre allowed me to speak in front of an audience of hundreds, without being “myself”. I was able to portray myself as someone else, which helped me get over the fear of public speaking and improve my communication.

Through interview and observations, Brock also found that theater arts integration in the classroom creates moral and creative expression for the students. If the children 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 (Brock, 2011). “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 (Wooster, 2007).” Also, it focuses on the students’ ability to concentrate. By playing, practicing, and performing, children develop a focus of mind, body, and voice, which also helps in other school subjects and life (Drama Education Network).

Involvement in theatre arts also 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 (Moore, 2004). Theatre combines the creative ideas and abilities of its participants. This cooperative process includes discussing, negotiating, rehearsing, and performing (Drama Education Network). Overall, there is 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.

Works Cited

"The Benefits of Drama Education: Research reveals the positive impact of drama on a student’s

Physical, Emotional, Social, and Cognitive Development." DramaEd.net. Drama

Education Network, n.d. Web. 31 Mar 2013.

Brock, Jessica. "Integrating Theater Arts into the Classroom: The New Responsibilities of the

Elementary School Teacher." Online Submission (2011). ERIC. Web. 25 Mar. 2013.

Miller, Lauren. "Theatre Arts Programs: Impact of Cognitive Development in Elementary School

Students." Online Submission (2011). ERIC. Web. 25 Mar. 2013

Moore, Mandie. "Using Drama as an Effective Method to Teach Elementary Students." (2004):

pgs. 10-23. Web. 30 Mar. 2013.

Wooster, Roger.  Contemporary Theatre in Education. Chicago: Intellect Books, 2007. p. 10-27.

Print. 

Workshop Reflection 4/3/2013

Last week I came down with a horrible stomach virus and was unable to attend class for the workshop. If you guys would not mind reading my Joining the Conversation: Step One, which is posted on my blog, and give me a little feedback it would be greatly appreciated. I apologize for the inconvenience and for missing the workshop.