Introduction
Theatre has always been a big part of my life. From a young age I performed for audiences—primarily my family. I brought to life scenes from some of my favorite movies and put on little shows for the whole family to watch. As I grew up, these special performances took a back seat, as the desire to fit in with all the other kids during those formidable early teenage years became my focus. It was not until high school that my love for theatre was revived. It was early in the school year. I was the lone high school freshman in a speech class comprised of upperclassmen and had just delivered the first speech of my high school career. Upon finishing that autobiographical speech, my teacher looked up from her grading sheet and said, “You are highly theatrical. Have you ever considered joining the speech team or auditioning for the spring musical?” It was at that moment in my life that I embraced my theatricality and passion for the arts as an integral part of what makes me who I am.
As a high school social studies teacher, I knew that it was possible for me to take this passion for the arts and apply it to my classroom. My educational pedagogy had evolved over the years with each educational opportunity I have experienced since student teaching. I treasured my College Program with the Walt Disney Company and my Teaching Artist/Education internships with both STAGES St. Louis and Actors Theatre of Louisville, where I had the opportunity to build educational relationships with students. From these experiences, I believe that the classroom must be structured as a safe space to foster innovation and creativity. I regard the classroom as a place of performance, and I hope to nurture innovation and creativity within the safe learning environment of my own classroom. I have come to realize that the skills I was taught during my time as a practicing teaching artist for two highly recognized regional theatres honed my skills as a professional educator and now serve as the bedrock for this research study.
The uniqueness of the non-traditional high school in which I have taught during the past year also allowed me to attempt innovative teaching strategies in my classroom. A school community made up of a moderately diverse population of students (71.4% Caucasian, 11.9% African American, 5% Hispanic, and 5% Multi-racial), this high school embodies the mission “Where Learning is for Life.” We believe as a faculty that the content within our courses should be used as a vehicle to teach 21st Century skills to students in order for students to become productive and effective members of society. Emphasis is not necessarily placed on content students should remember when leaving high school as so much as on the skills needed to engage in the world around them. Furthermore, this high school is rooted in two common commitments: “Freedom with responsibility” and “Say yes to kids.” These two common commitments are the forces that drew me to teach at this high school. Guided by these two common commitments as a curriculum decision maker within my own classroom, I am supported as a professional to make the choices I deem necessary to enhance my students’ learning. In addition, I have the freedom to say yes to kids, thereby giving my students ownership in their learning.
The culture of this high school both influenced and allowed me to pilot a playwriting residency within my Civic Studies course. Many of our students, and others like them in other schools around the country, have untapped potential to express themselves through the arts. I know this to be true because I have seen this potential tapped during my prior experiences as a teaching artist. Watching it occur created some of the most heart-warming and awe-inspiring moments I have ever experienced in a classroom.
I was fortunate to find an outlet in high school to let my creativity through the arts shine, and this opportunity reinforced a fundamental part of who I am. My personal journey led me to explore the question: What happens when arts education is incorporated into a high school, Civic Studies classroom?
As a high school social studies teacher, I knew that it was possible for me to take this passion for the arts and apply it to my classroom. My educational pedagogy had evolved over the years with each educational opportunity I have experienced since student teaching. I treasured my College Program with the Walt Disney Company and my Teaching Artist/Education internships with both STAGES St. Louis and Actors Theatre of Louisville, where I had the opportunity to build educational relationships with students. From these experiences, I believe that the classroom must be structured as a safe space to foster innovation and creativity. I regard the classroom as a place of performance, and I hope to nurture innovation and creativity within the safe learning environment of my own classroom. I have come to realize that the skills I was taught during my time as a practicing teaching artist for two highly recognized regional theatres honed my skills as a professional educator and now serve as the bedrock for this research study.
The uniqueness of the non-traditional high school in which I have taught during the past year also allowed me to attempt innovative teaching strategies in my classroom. A school community made up of a moderately diverse population of students (71.4% Caucasian, 11.9% African American, 5% Hispanic, and 5% Multi-racial), this high school embodies the mission “Where Learning is for Life.” We believe as a faculty that the content within our courses should be used as a vehicle to teach 21st Century skills to students in order for students to become productive and effective members of society. Emphasis is not necessarily placed on content students should remember when leaving high school as so much as on the skills needed to engage in the world around them. Furthermore, this high school is rooted in two common commitments: “Freedom with responsibility” and “Say yes to kids.” These two common commitments are the forces that drew me to teach at this high school. Guided by these two common commitments as a curriculum decision maker within my own classroom, I am supported as a professional to make the choices I deem necessary to enhance my students’ learning. In addition, I have the freedom to say yes to kids, thereby giving my students ownership in their learning.
The culture of this high school both influenced and allowed me to pilot a playwriting residency within my Civic Studies course. Many of our students, and others like them in other schools around the country, have untapped potential to express themselves through the arts. I know this to be true because I have seen this potential tapped during my prior experiences as a teaching artist. Watching it occur created some of the most heart-warming and awe-inspiring moments I have ever experienced in a classroom.
I was fortunate to find an outlet in high school to let my creativity through the arts shine, and this opportunity reinforced a fundamental part of who I am. My personal journey led me to explore the question: What happens when arts education is incorporated into a high school, Civic Studies classroom?