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.

Edge: Valid education cannot be presented to elementary school students if the funding keeps being cut by the school board. The officials fail to realize how drama affects our young students, and that seems to be the primary reason so many funds are being cut. I believe that with all of your research combined, we can help save what access we have to theatre departments, and maybe bring back some of what we have lost. Miller: I believe it would be beneficial to include some of my findings in our argument. I focused on the idea to articulate the cognitive development skills that are gained when children participate in theatre arts programs. With the proper articulation, we can use the study as an advocacy platform to raise funding for such programs.

Brock: It could also be beneficial to give alternate plans of approach, such as exploring how teachers can incorporate theater arts into their lessons and/or teaching styles, and to show 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. 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: Yes, 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. These traits include dedication, leadership, and self-confidence, and much more. These traits need to be seen by the school board specifically. Moore: I think for starters, we should help them understand that 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. (Moore, 2004) Miller: I believe that students who have an innate interest in the arts also have an interest or motivation to produce art. This is vital for parents and educators to understand. Moore: Like Brock said earlier, research on drama in education will also inform future and present elementary school teachers of the benefits of maintaining a drama integrated classroom.

Drama Education Network: If we are focusing on specific traits to show them, one 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. (Drama Education Network) Wooster: I have also found that drama can contribute to self-discipline, personal and emotional development and human relationships. This has been substantiated by much of the admirable work we all 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: That is a great point, Brock. Not only should teachers use drama to teach the elementary curriculum, but also use drama to teach the students. The educators 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. (Drama Education Network) Miller: I have seen that as well. Young students who apply processes and skills in composing, arranging, and performing work use a variety of means to communicate meaning and intent in their own way. Brock: Theater arts integration in the classroom sparks moral and creative expression as well. If students are allowed this opportunity of expression, they will feel more in control of their education. School will feel like less of a chore to them and more of a privilege. Wooster: My studies have shown that point as well, Brock. Educational drama essentially uses childrens innate ability to play and role-play as a way to deepen and make their process of learning more efficient. Drama Education Network: Concentration is another big skill that we can include. By playing, practicing, and performing, children develop a sustained focus of mind, body, and voice, which also helps in other school subjects and life. (Drama Education Network) Moore: That provides a perfect explanation to my research as well. I have seen that 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: That is a significant way to explain what we have found 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. (Drama Education Network) Moore: That skill also helps to develop valuable social interaction 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 among them. Drama Education Network: Trust is a very important quality to learn at a young age, Moore. Social interactions and risk taking are the main contributors we have found that lead to this. 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 education. (Drama Education Network) Moore: Those statements support 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. (Moore, 2004) Edge: So overall, I believe 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. With this information, we are sure to be able to present a strong and valid argument to the school board to increase funding. Moore: We can show them that the educators 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, and it is essential to begin at a young age. Miller: In the conclusion, we can include that the effect of lacking theatre arts programs is not only 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. (Miller, 2011)

Works Cited "The Benefits of Drama Education: Research reveals the positive impact of drama on a students 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.