4A Arts (American Alliance of Artists and Audiences)’s Post

“But what is the point of Drama? Isn’t it just playing games and telling stories?” I’ve heard this question countless times, though often phrased differently and sometimes more considerate than others. From my years as a teacher to my studies during my BA in Theatre Studies and even when I chose Drama as a GCSE subject 16 years ago, the question has persisted, and I have persisted in justifying it’s existence as a core subject. This year, Foshan EtonHouse International School introduced Drama as a core subject, and once again, I find myself addressing this very question. During the first few week of the school year, i led with the topic; “What is Drama?”. Before discussing it as a class, and possibly influencing their ideas, I asked students to split up into groups and write down any word or phrase they associated with ‘Drama’, be it a skill you might learn, a stereotype or just simply ‘acting’. Honestly, many of them struggled beyond writing a few obvious ones - performance, storytelling, acting, fun. Isn’t it interesting how stereotypes trickle down through generations without them even meaning to? As I moved from group to group, discussing ideas with them, their understanding of how many skills Drama can teach grew. They began realising how Drama could help their learning in other subjects and teach them skills that they would carry with them for the rest of their lives. Yes, Drama is ‘fun’ - it involves playing games (in the professional world they’re known as team building activities!). Drama is storytelling - sharing cultures, stories, opinions and histories that shouldn’t be forgotten. But it’s also inspiring. It develops skills like leadership, teamwork, time management, public speaking, critical thinking, communication, courage, expression, and most importantly confidence. It gets students up and moving, thinking creatively, problem solving, and collaborating. How would any business ever function if its workers didn’t have these skills? Drama is often found near the top of the lists as one of the ‘easiest’ subjects to take for GCSE, but I couldn’t disagree further. I spent hours on recording evidence and collecting research for various performance portfolios for coursework submissions, and hours studying theatre shows and plays and learning how to analyse the show, the writers choices and the directors choices so I would be prepared for the written exams. More hours were spent on rehearsals for the final exam performance. But all of those things gifted me so many lifelong skills that have been incredibly useful to me in not only my professional life, but my personal life too. No subject should ever have to be justified, but it’s disappointing that ‘Arts’ subjects are still not seen for just how wonderful they are.

I speak to the DP IB Theatre curriculum and assessment. It has managed, I believe, to almost strike a balance between requiring the articulation of theory, tradition and practice knowledge and the performance/presentation of examples of their application. However, it is still too difficult to achieve the top band and there are still vagaries in the criteria rubrics that continue to lend themselves to subjective judgement and semantic argument. Likewise, regrettably, with MYP Theatre assessments and criteria. It is an issue that turns away prospective theatre students (and puts off parents) but it is not the most significant issue. The appropriation of Group 6 by leadership to expand second, double-dipping science and humanities subject options is, justified largely by myths about prerequisites, a dearth of informed career counselling regarding the arts and transferable, future readiness skills and the race to the bottom by students driven by tradition to achieve financial security in early career pathways. #Group6Arts #DPSubjectSelection #Prerequisites #TransferableSkills #FutureReadySkills #CareerCounselling #DPAssessment

As a theatre specialist teacher and director of theatre with, for and by young people, I take very seriously my responsibility for the composition of arts events programming and curriculum unit of inquiry design to ensure diverse and relevant representation. How mindful are we as arts educators of advocating for diversity, equity, inclusion and social justice when we decide on texts and statements of inquiry of study and production? Are the identities into which our young people are evolving adequately represented and celebrated?

🎭❤️💬 A bit more detail about my upcoming #MDEE24 session.

As we celebrate Black History Month, I am using my platform to elevate important conversations that matter to me, which are racial equity and human rights. By using cinema and literature, I believe we can foster understanding, ignite conversations, and inspire action. My first recommendation is the Oscar-nominated documentary short film, "The Barber of Little Rock." This film tells the story of an African American barber in Little Rock, Arkansas, who is also a community activist fighting for racial equity. It provides a vivid picture of how everyday life intersects with activism, showing how ordinary citizens are often the unsung heroes in the fight for justice. "The Barber of Little Rock" is more than just a film; it's an essential historical document that showcases the power of resilience and community in the face of systemic inequality. It's a narrative that inspires us to look beyond the surface and recognize the profound impact that one individual can have on their community. Reflecting on the film's message, it's clear that we need to deepen our initiatives to bridge racial disparities in economic mobility and the acquisition of social capital. Achieving equity requires dismantling barriers in education, employment, and beyond. It demands that we question and redefine traditional routes to success, ensuring they are accessible to all, regardless of race. Please stay tuned for more recommendations, and join me in this crucial dialogue. https://lnkd.in/eN-kwXjz #BlackHistoryMonth #RacialEquity #HumanRights #SocialJustice #TheBarberofLittleRock #Documentary #OscarNominated #EconomicMobility #SocialCapital

Episode 3: King's Principles goes into more detail about the six principles of non-violent activism, with a focus on the concept of 'agape' love. https://lnkd.in/esShv6nX

In the latest issue of D&T we look at plays that bring history to life and suggest how they could be studied or mounted with your students ⬇️

Lately, I've been reflecting and journaling, trying to envision what a center for theatre education from a faith-based perspective could truly look like. Not that I am planning on going back to full-time teaching, but as a theatre educator, I have an interest in how best to train the next generation of theatre makers and I have a special interest in those that want to approach theatre from a faith-based perspective. Imagine not just your typical theatre training program, but rather an innovative institute housed within a faith-based university. A place where emerging artistic entrepreneurs are nurtured to become not just performers, but visionary theatre makers and arts leaders. Picture Christian entrepreneurs who live out their faith missionally in the American theatre, using their talents to make a positive impact on culture. They're not just seeking jobs that may not even exist, but rather they're empowered to create their own work, initiatives, and companies. A program of creatives who embody love, excellence, and the power to unite through art.

Looking for Black History teaching resources? Teach Black History with film! Check out our collection of standalone Black History lessons for compelling documentary and feature films. These materials can work for grades 5 to grade 12 plus higher ed. Get yours now. Link in first comment. 📚🎬 #BlackHistory365 #BlackHistory #Film #Education #Teachers

Administrators tap into the blog by Dustin Loehr ! In conversation with sxhool and district leaders, I find there is some uncertainty around Title I (and Title IVa) funds and how they can be used to support arts education. Dustin's blog gives so many great ideas for how to use those funds for your arts programs, I especially loved the idea of using the funds you are mandated to use on parental involvement on an arts night, be sure to check the blog out!