Grit and the Achievement Theory

This summer I read the book Grit: The Power of Passion and Perseverance by Dr. Angela Duckworth. This was an enjoyable read with easy to follow concepts and relatable examples. Within the first two chapters were ideas that I see as easily adapted to the theatre classroom or after-school program. The most exciting part of the book was a later chapter that included an entire section devoted to how after-school & extra-curricular activities are the best environment for students to learn and develop perseverance. This perseverance is what Duckworth defines as "grit".

Expanding further, Duckworth defines grit as "passion and perseverance for long-term goals" ("What is Grit?"). Grit is purposeful determination aimed toward achieving higher-order goals. Grit is what Duckworth's research shows may be the greatest indicator of future student success.

What incredible supporting evidence for my experience that I learn more about how well a student will do in a theatre class, or a school production, based on their demeanor and conversation in an audition or rehearsal room. Often that tells me more than "talent". In fact, while Duckworth identifies talent as the first step toward developing grit, effort "counts twice" in that pursuit.

This is explained in Duckworth's achievement theory, which works like this:

talent x effort = skill

skill x effort = achievement

Based on this theory map, talent is the first step toward skill development, which is necessary for goal achievement. It isn't enough to have talent - one must apply their talent through effort. Further effort, bolstered by subsequently developed skills, brings achievement.

This makes a lot of sense. How many times have we theatre teachers and directors - and I would assume coaches in school and youth sports - seen a child with talent who did not realize their full potential due to a lack of effort? However, there is one slight adjustment I might make to the achievement theory above. I don't know that talent is an essential first step toward goal achievement. Perhaps "interest" is all that is needed?

Let's consider "talent" as a natural skill that gives a person a head start toward achievement. As explained by the theory, a talented person still needs to put in the effort to accomplish the end goal. However, those who lack the same "talent", but posses a strong interest in goal achievement, can still get there through effort. It may not be as easy, but it is certainly possible.

That is an important idea to keep in mind when conducting our classes and leading our productions. In fact, I envision that first level of the Achievement Theory as the classroom and the second level as the production. Skill can certainly be developed through effort in the rehearsal process, but the classroom provides time for individual instruction and for focus on specific skill development that cannot always be achieved in the rehearsal room. It is an interesting model that I am eager to bring to my high school classes. I'd be curious to hear how you view this approach and whether or not it may, or has, worked for you.

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Just Keep Swimming (or Back to School Planning)

Remote learning was challenging. That's no surprise and while each stakeholder has their own reasons why, we can all agree that it was a challenge. But from my perspective as both a teacher and a parent, it was a challenge well-received and one that - after a series of significant hiccups - went pretty well.

That's not a consensus view, I know. Plenty of people want school buildings to open up rather than struggle with the challenges of remote learning again. I miss working directly with my students and want to return, too. I'm all for a return, provided that we can do so safely. The rising numbers in my neck of the woods is troubling and hopefully we can get things under control before September. I'm also fortunate that my school district is starting a week later than most in order to finish some major construction projects at the middle school/high school complex. We are six weeks from the first day. The district is also planning very thoroughly and the plan currently under consideration is sensible and oriented toward safety for us all.

Whatever the return to school buildings (NOTE: not to "school" as some people will claim. Schools didn't close in March, the buildings did. We all continued with school even when working from home - an important distinction)... the return NOT be a return to normal. I think that under it all what we really want when talking about going back to school is a return to "normal". That leaves me in an interesting place where I am planning for something that is not quite clear, or understandable. But that's all things, isn't it? No matter how often we've experienced a certain something, or know what that something has been, it is never the same one year to the next - not even one day to the other. That idea is important to keep me from overthinking things. I'm going to plan for my classes and be more open than ever to the unknown of our hybrid classroom/remote learning model.

I'm excited to return. It's all I can think about and I'm doing my best to temper that excitement so as not to overwhelm my supervisors with questions and ideas that need to take a backseat to the pressing details of just how we all get back into the building safely.

That excitement comes from a love of my work and is further fueled by frustration. We had incredible excitement and momentum surrounding the high school winter musical and the new Theatre classes at the middle school. I know the students feel that frustration, too, and suspect that it will fuel them as it does me. Above all else, this whole experience reminds me the importance of grit and resilience and the need to just keep swimming, especially when the current gets rough.

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Curbside Prophet

There are a number of roadside signs near where I live and work that frequently post maxims, sayings, and other quick philosophical sayings. The family-owned auto repair shop is one of my favorites; I also enjoy the fun marketing of a local ice cream parlor. However, today it was a church that had a great, quick saying:

Today hasn't happened before.

Simple and elevating in just four words. It resonated with me personally, but also felt true for the students I teach who are anxious and uncertain about speaking in front of peers in a theatre class. What has happened before is past and we don't know what tomorrow will be. But today is here in front of us and can be whatever we want. Why assume it is the same? Why not make it different? Or at least take a step in the direction you want to go?

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Coaching in the Theatre Classroom

Image: "Coaching" by Shane McGraw
Accessed at flickr.com
Unaltered / License link

A few months back, I attended one of my last doctoral seminar classes. In fact, if I remember correctly, it was two weeks after successfully defending the dissertation, which meant that I was no longer required to go - a detail I did not know until I tried to sign in and found my name wasn't on the roll. However, it was good that I was there to hear a research topic proposal presentation that I have been thinking about ever since.

Unfortunately, I no longer have the proposal paper and cannot rightfully credit the person doing the research. He was looking at a music education pedagogy with similarities to athletic coaching. I don't remember all of the specifics, but I do remember being struck by how well this seemed to adapt to theatre education at the high school.

Then, this evening, I was listening to The Art of Manliness podcast while ironing clothes for the week. This particular episode (#405) was a conversation with a man named Sam Walker who has written a book called The Captain Class about how the captains of some of the most dominant sports teams are often not the best players, celebrity athletes, or known names. I didn't get far enough into the episode to get into the heart of the findings, but generally Walker's book discusses common components of these leaders' styles. That got me thinking about the research topic and how I might apply it to the high school theatre program where I teach.

I would like to take some time this summer to read about coaching psychology and methodology and see how it can be applied to the theatre program as a whole. I see the program defined by both the classroom instruction and the practical application of that work in the school productions and other performance opportunities (competitions, festivals, etc). How can athletic training be brought into both of those areas to improve my instruction and student learning? In what ways are these two environments similar and different? How much practical training is "enough" and how can psychology and education about training be implemented? How can I teach leadership in an arts-based curriculum?

Lots to learn. Looking forward it learning and putting it all to use!