I wish to focus our attention specifically on theatre education. Since there are many similarities between the fine and performing arts, I have chosen to answer three questions that may represent your concerns regarding whether these programs have a place in our curriculum. I make a case for how theatre can provide the majority of our students with access to a complete and quality education. How one can measure the success of this program. In addition, I will clearly outline where the financial support to sustain it for the next few years will come from.
Mary Luehrsen, executive director of the NAMM foundation, shared a letter addressed to all school and community leaders delivered August 18 of this year from U.S. Secretary of Education, Arne Duncan, stating, [2]“I write to bring to your attention the importance of the arts as a core academic subject…” He continues, “Arts education is vital to a complete and quality education for all children. All of us need to work together to assure that all children have access to a complete education that includes high quality, standards-based learning in music and the arts.”
An education in the theatre curriculum provides students more than just entertainment. It is an all-encompassing subject. What other discipline combines business management, public speaking, story-telling, creative writing, history, anthropology, drafting, carpentry, math, sewing, painting, music, dance, and design? In a safe and positive learning environment, theatre fosters self-examination, creativity, and valuable lessons about the human condition. It has a proven track record for increasing participation and attendance in school and the community.
Students who are involved with theatre are taught things they cannot learn from books. Teamwork, leadership, commitment, punctuality, confidence, and responsibility are among the more obvious qualities improved upon. It presents more useful experiences in working with deadlines, collaboration, and making due with limited resources. It gives them a head start by foreshadowing valuable aspects of adult life. It develops problem solving skills, professionalism, motivation to achieve, and prioritization. Wouldn’t our community benefit greatly from these kinds of skills? This is what my high school theater program can provide. Even the No Child Left Behind initiative reaffirms the arts as a “core academic subject” that all schools should teach.
The best way to measure the success of this program would be to measure in my performance as a teacher in the classroom frequently, to observe the improvement of my student’s test scores across all subjects and on national examinations, and to notice the change in the lives and attitudes of those students that require more care and attention than most.
One of the reasons you hired me to teach in this capacity is due to the level of preparation, professional development, technology, leadership, development, induction, and mentoring I have put into my curriculum. Each time you sit in my classroom and observe my instruction and the learning going on, it will reaffirm that this program exceeds achievement standards. [3]“Teachers have the greatest single impact (on student performance) other than an effective parent,” Kriner Cash, Memphis City Schools Superintendant, said. “We have to have a way to get the right people in the classroom.” I welcome the evaluations.
Kathryn Vaughn associated the relationship between the arts and academic achievement as, [4]“… students who study the arts in high school have higher SAT scores than those who do not study the arts.” Research has proven that theater helps understanding and retention in other subjects studied. One such study showed how drama increased improvement in verbal skills such as reading achievement and readiness, recall of stories, oral understanding, writing, and vocabulary. Results state that,[5]”… drama helps to build verbal skills that transfer to new materials. Such an effect has great value for education.”
The theater program is one of the only places that can reach those students that don’t shine anywhere else. This is a place for children who feel like they have no place. It is the perfect avenue for students with disabilities to develop. Many students that come from economically disadvantaged circumstances rapidly connect to the supportive environment that promotes constructive acceptance of criticism. It’s a climate in which it is safe to take risks. There are even signs pointing to drama decreasing the rate of kids dropping out of school. [6]“Students at risk of not successfully completing their high school educations cite their participation in the arts as reasons for staying in school.” Dr. James Catterall at UCLA suggests, [7]“… students who studied music and the arts had higher grades, scored better on standardized tests, had better attendance records and were more active in community affairs than other students.” He continues, “Students from poorer families who studied the arts improved overall school performance more rapidly than all other students.”
The final and most crucial point to present is the funding aspect. There are only three things I ask for. First, we’ll need a classroom with basic technology (T.V., DVD/VHS Player. Second, access and use of the wood shop and tools therein, for myself and a handful of predetermined students. Third, we require use of the auditorium, including the lights and sound boards for practice and show space. I have a complete sound system, access to over 100 play scripts, a costumer and pianist, and over 40 parents that are willing to put in time to do whatever needs to get done. I have several fundraiser models that will keep the school in good standing and improve the reputation among our community. I have obtained a few private donators over the years that will contribute to our pursuits. Finally, there are several federally funded programs and projects that we could apply for further assistance.
Research alone can’t provide all the answers or ensure the success of a theatre program in this area. It does however reaffirm what you already know and believe. This program is vital to the development of all students that grace these halls. The best summation of my point, is simply said, in Mallory Waugh’s Helium article entitled, The Importance of Theater in Public Schools, [8]“… anyone would be hard-pressed to find one activity that allows and encourages all of these gains, other than theater.” Thank you for your time and consideration.
[1] “Critical Evidence, How the ARTS Benefit Student Achievement.” Sandra S. Ruppert (2006), NASAA
[2] U.S. Secretary of Education: Duncan, Arne. Washington D.C. Importance of The Arts In Schools. August 18, 2009. Print.
[3] Roberts, Jane. “Memphis a stop on Secretary of Education’s listening tour.” Aug. 31, 2009
[4] Journal of Aesthetic Education, Vol. 34, No. ¾, Special Issue: The Arts and Academic Achievement: What the Evidence Shows. (Autumn – Winter, 2000), pp. 77-89.
[5] Translations: From Theory to Practice, Vol. 10, No. 1, The National Art Education Association. (Winter 2001), pp. 2
[6] The Role of the Fine and Performing Arts in High School Dropout Prevention, 2002; Barry, N., J. Taylor and K. Walls
[7]
[8] Waugh, Mallory. “The Importance of Theater in Public Schools.” 2008,
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