First off, I have drilled three major components in my classroom: Ensemble, Risk-taking, and Reflection. These components have served as the core values of our work. As a Theater Arts teacher, I think it's very important for each student to engage in all of these core values. I do not allow my students to dip into one component only, and have created a curriculum for students to participate and engage in all components/core values in our classroom.
With that being said, many students have been hesitant to try new things and experiment in Theater Arts. Although I see their personal struggles in the work, I refuse to let them hold their own selves back. These skeptical students are the ones I wanted to write about today. Being persistent has pushed them to perform at a higher level than when they started with me in September.
For privacy, I will be changing the names of two students I would like to write about.
First, there's Derek. I met Derek last year during my student teaching at this same school. When I saw Derek enrolled in my Acting class this year, I already had a heads up about his academic performance as he hardly participated last year. I knew that I would have to push him, and help him realize how our Acting class will help benefit him in other ways other than becoming a better actor. I drilled the essential life skills he would be gaining from our class. Each and every time I pushed him, he reminded me that he wasn't an actor and that he "can't do this." Well, as you may guess, I did not let him slide. By the time we reached our Acting finals, Derek was able to perform in a scene (with a very talented classmate may I add) in front of the class. This was his first time performing in a two-person scene, and he did well; demonstrating projection, articulation, and a load of confidence I had never seen before. Sure his acting wasn't the best and there was minimal blocking; but for him to perform in front of his peers and not forfeit his performance because of fear is a HUGE SUCCESS.
The second student I wanted to share is Richard. Richard was enrolled into my Advanced Acting class for a reason unknown to me. He had never acted in his life and had no interest in the Performing Arts. Here Richard was, in a class of serious and talented acting students, yet he showed great curiosity and demonstrated our core values in his work. Although he tried his best, he performed at the bottom of the scale in the class (as it was so advanced). He lacked in basic performance skills; such as projection, articulation, and cheating out. He didn't demonstrate an emotional range, and everything sounded monotone when we performed. However, when he performed his Acting final, I was completely blown away by his performance. Not only was Richard audible and visible, but you can tell tell that he applied basic scene study tactics to his work. His character not only showed an emotional range, but he demonstrated an objective as well. For the first time, Richard wasn't reading lines off the page. It was such a wonderful performance to witness.
There are so many similar stories I could share about my other students. The Acting finals really showed how much the students have developed, and I am equally proud of all of them. This particular experience has reminded me why I decided to be a teacher. As a teaching artist, I never would have had a residency this long for me to watch these students blossom over this specific period of time. I am so humbly grateful to be a part of these accomplishments, and help be the reason for them.
Here is a link to our Photo Album to see the wonderful work we are doing in the Theater/Dance Department at Renaissance High School for Musical Theater and Technology.