Ups, Downs, Pivots, and Awards

We had quite a time in the classroom this past week. 1/3 of the musical cast is now in quarantine due to positive Covid contact. They won't return until two days before our first dress rehearsal. We will now shift our plans to a fully filmed performance, which may actually take some pressure off of the cast.

In brighter news, two students in the Playwriting class received Honorable Mentions for their original, one-act plays. It is awesome recognition of their creativity and the hard work they put in to the piece. The students all loved the class so much; it was great to get their feedback about it at the end of the class. This is some fun icing on that cake!

Back to it all tomorrow!

Woah, We're Half Way There...

Friday marked the half way point in the school year as we began the 3rd marking period. It was a bittersweet time to say "goodbye" to the inaugural group of Playwriting students at the high school and hello to a new group of middle school Theatre students & the first Acting 2 Honors class in many years.

I struggled to put together a lesson plan map for the Acting 2 Honors class that I liked. The curriculum guide left by the previous teacher had some great idea for performance projects with a devised piece and a performance for children. But, the structure felt too disjointed for me. It wasn't until I peeked at the student surveys from the Playwriting class that it finally clicked. What the writing students enjoyed so much was the ability to learn from lectures, lessons, and exercises while having the freedom and time to let their creativity flow at their own pace. The one-on-one instruction was also helpful. That was it. If that was what creative students wanted, now I needed to find a way to apply it to the honors level acting class.

Friday afternoon, I presented my ideas to the Honors class at our first meeting. The class would have an acting studio-type structure and engage them in a series of individual and group performance projects. They liked the ideas of the devised and children's theatre pieces, but also the opportunity to do some self-reflection and to develop their own individual goals and projects. We will see how that all works out, but I'm excited by their excitement. I cannot wait to see how giving them the room to run supports whatever their imaginations can conceive.

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To Be a Philosopher...

Recently, I have been devouring all things Thoreau. My current read is the biography by Laura Dassow Walls titled Thoreau: A Life. I fill up spare time in lines, or enduring insomnia, with articles about his work and his environments. The philosophy of seeking to know life and then living in accordance with that "different drummer" speaks to me much as it did as a teenager first encountering Thoreau and Emerson. Yet, it feels more visceral, particularly that part about living. About doing.

The quote in the image is what speaks to me most these days. I also think it clearly presents the piece that is often missed by those who read philosophy... we must use our thinking to "solve some of the problems of life, not only theoretically, but practically."

Practically.

It isn't enough to think the thought, or hold the belief, we must take action. And this does not necessarily mean whipping up a fervor around the beliefs, rather, we must take action personally. Live the life we've imagined, to paraphrase another of Thoreau's oft quoted phrases.

We must walk the walk in our own lives in a way that speaks to our own beliefs and understandings - to our own souls, if you will. This must be done regardless of what those on the outside might want or espouse. Taking action on philosophy is not a group effort, it is an individual one. The more of us who act on our personal philosophies within our own lives, the more a movement can build.

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What is a "Waste of Time"?

Procrastination is defined as a habitual delay of something that "should be done". I often interpret that as "wasting your time"... but what constitutes as a waste of time?

As I write, I am sitting in my car outside a music studio where my daughter is taking ukulele lessons. There is an hour until she's done, which gives me an hour of time to use. How should I use that time? What should be done right now?

Playing a game on my phone would be a waste of time. That isn't necessary right now - it shouldn't be done. Knowing that I had this time ahead of me, I actually made the decision that I would not play games while waiting. There is work I could have done, but I try to use as much time as I can for family matters and personal projects. So instead, of leveling up in Disney Tsum Tsum, I've chosen to write a blog post.

But couldn't that also be a waste of my time? Shouldn't I also be doing something else? Who determines what I should and shouldn't do?

Our default answer here is probably work-related. I could use this time for grading papers, or making lesson plans for next week. Typically, I do that on Sundays. I could also use this time to catch up on emails, reading, working on a project, anything really. No matter what I choose to spending time on, any of those activities could be time well spent, or a complete waste of that time. It is all a matter of perspective.

This leads me to turn attention back to school. As a theatre teacher, I often have students who see my class as a waste of their time. I could provide arguments and evidence of why it is not, but from their perspective, those arguments don't matter much. Theatre class, or gym class, or art class, or math class, or any class can be perceived as a waste of their time. How many times do teachers hear "when will I ever use this in life?"... how many times have we asked that question ourselves? Why? Any of those subjects have use. They are in the curriculum for a reason. It goes back to perspective - or perhaps more specifically - goals.

What is the goal of a 7th grade student? What is the goal of 11th grade student? A basic answer could be: "to do well in school".  If that is the case, we might argue that a student seeking to do well in school should apply themselves equally in every subject and every assignment - anything that has to do with school should be the focus of "doing well". But that doesn't happen. We all have our own interests and perspectives that make it virtually impossible to approach everything with equal interest and seriousness. Perhaps then it becomes more important to ask what does "doing well" mean? How do we define "well"? That can't possibly be the same for each person, either.

Sometimes I wonder what would happen if individual students had personal goals for the year ahead. For example, the 7th grade student may want something general like "to do well" with the added goal of identifying the subjects and fields that they are most passionate about. This may help further down the road when specializing: choosing electives, or narrowing down potential college and career plans. The 11th grade student may then have more specific goals focused on college applications and majors that mean "doing well" in the classes that will provide the best opportunity to achieve those goals.

What is emerging here is a more individualized, and specialized, approach to education that reaches beyond simply "doing well". Now students are reaching for specific goals; taking specific action. I wonder how a change like that would not only alter education but also improve student engagement across-the-board. I also wonder what would be lost in such a shift.

I don't have answers here. Nor am I making any strong suggestions or recommendations. This is a line of thought about what is or is not a "waste of time". Maybe the answer to that question is "whatever does not further our goals", but even then is it possible to have a clear view of the unknown future from a uncertain today?

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"It's Just Nice to Have Something to Do"

Last week, we returned to school after winter break. This was also the time we scheduled to begin rehearsals for Disney's The Little Mermaid, the musical that I am currently directing at school. It took some time to get rehearsals off the ground, but we all finally got into the swing of things on Monday. A few small groups kicked things off as we built the "Under the Sea" number through choreography and music rehearsals. However, a growing number of students had to go on quarantine throughout the week, but we had a Google Meet link set up to allow them to continue working on the show from home. On Thursday, I joined rehearsal from the Meet. You can see a video of that here.

Prior to the start of rehearsal, I had the chance to talk with one of the students about her time at home. She attended via Meet the day before and I wanted to learn how the experience went and to tell her it was encouraging to see her working on the routine while away. The student had a simple, but very important thing to say at the end of our conversation: "It's just nice to have something to do!"

That one brief statement meant a lot and hit upon a major reason why we have pushed forward with big plans to mount a musical this year: the kids need it. You will see their excitement and energy on display in the video I posted above. I plan to share more videos throughout the process. I think it is a simple way to share the joy they have for the work and also a window into the hard work and detailed process that goes into the production of a high school musical.

I hope other schools might follow suit. I'd be curious to see how other groups are managing this odd and unfamiliar path this year.

Break a leg, everybody!

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Simplifying for the New Year 2021

Welcoming the new year with this Emerson quote on my mind. All things considered, 2020 brought opportunity and improvement for me and my family largely because we continued to refine and follow through on the principles that we hold important. Insights from gurus like Dr. Brene Brown, Jay Shetty, Chase Jarvis, and Mel Robbins have helped me in this pursuit.

I'm beginning 2021 with an audit of my activities and commitments. How well have they, and will they, address my principles, visions, and mission? To quote another favorite author: "Simplify, simplify, simplify!" (Here's a great article from Psychology Today that simplifies Thoreau's philosophy further). Taking the time now to decide where to spend my time in the future should free up even more time to use toward those things that matter most. 

When the school year is over, I plan to do the same audit on my curriculum and after-school programming to get at the heart of the my purpose in those endeavors, as well. The hybrid learning model in which I have been working has made it necessary to streamline so much already. It will be interesting to look back and see what worked and what did not and how I can potentially bring the same simplification process to a more "normal" school year in the fall (assuming we are finally free of our social distancing measures by that time!).

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Moving Forward with Resilience and Variety

Watching the Macy's Thanksgiving Day Parade yesterday sparked two thoughts for me:

• how traditions are often refreshed and revived for the better
• just how resilient we can be in times of difficulty

I want to start with that last one because it sticks with me in a new way this year. It is easy to get caught up in how difficult things are in any given moment. The last eight months have certainly been awful with Covid ravaging around the globe, but let's notice how well people have been adapting and, in many cases, thriving, in this environment. I have an example specific to the parade, but let's first look at my field of educational theatre.

As you may know, school theatre programs were unceremonious and suddenly shut down in mid-March as schools and municipalities were forced to close to prevent the spread of Covid. My students and I were informed of the postponement of our production of Into the Woods just minutes before the end of the school day on opening night. Delivering that news to the cast and crew on that day was the most difficult thing I've ever done. However, those students were so incredibly resilient. We had the opportunity to get back a significant portion of our rental costs for the backdrop and costumes if we boxed them up and shipped them back THAT DAY. A significant number jumped right to the task. That act of strength in the face of heavy disappointment has allowed us to secure the rights to a bigger show at a very reasonable cost this year. We are thankful for Charles H. Stewart Backdrops, The Costumer, and MTI for their flexibility throughout all of that last year. It leaves us in a great position to do whatever possible to put up a show this spring.

I share that story to highlight how school theatre programs, as well as local and regional theatres, across the country are working extra hard to create opportunities for their students and communities to gather safely and experience the art of live theatre. Many schools are filming their shows and streaming to paying audiences (our likely process this spring). In some locations, even in my home state of New Jersey, it is possible for small, socially distanced groups to attend live performances in the theatre spaces... something that Broadway cannot allow. Yet, all this time, there is such a heavy focus on how Broadway is closed down. We are out here making theatre happen and I strongly encourage those craving live performance to support their school theatre programs and community playhouses!

There will be a lot of school theatres breaking with tradition in order to mount productions this year. As I recently told my students, the one thing we can be sure if is that we can't be sure of how anything will ultimately go. Macy's and NBC found a way to break with tradition and give us a refreshed and captivating Macy's Thanksgiving Day Parade yesterday. While it was odd to see the parade without people lining the streets, and the daylight and clear weather in some segments were obvious signs that some portions were previously recorded, the result was exciting! I particularly enjoyed the inclusion of the Land Acknowledgement and Wampanoag Blessing and the inclusion of groups from some of New York City's other parades. This was a great way to liven up the event and give us something that we don't always get to see. I hope these can become regular segments of the parade and that Macy's & NBC can further explore avenues to bring in performances and groups that aren't commonly seen on television. Frankly, they could cut back on more of the pop stars and celebrities in order to do it. Maybe adopt more of a variety show type atmosphere? That's what makes shows like NBC's America's Got Talent so appealing. Where else do you "fringe" performers like spoken-word poet Brandon Leake, ventriloquist Darci Lynne Farmer, or dog shows like Olate Dogs, celebrated so publicly?

In the end, I'm grateful to have a new perspective from which to view my own work and popular entertainment in general. The holiday season is a great time to dream about new beginnings in the New Year. What great examples for me - and for all of us - to embrace as we continue to move forward throughout it all.

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Young Playwrights Guide - Conversation Series

This weekend wraps up the summer edition of the Conversations Series on the Young Playwrights Guide YouTube channel. I had such a great time connecting with the artists & teachers with whom I worked on the NJ Young Playwrights Festival. Their stories and insights are excellent resources for not only youth creators, but many of us looking to reconnect with and rekindle our passion for the art form. Please head on over to the YP Guide YouTube channel to check out the videos; please reach out to the artists interviewed, too. They are excellent people to work with!

And please remember to SUBSCRIBE!

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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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Revise and Resubmit

"Revise and Resubmit" is not exactly the comment that a writer wants to receive after submitting a manuscript for publication. I've had my own experiences with this over the summer that I am still trying to parse out (thank you, Reviewer #2), but it helps me to remember that revision is a process of improvement. It is similar to the Stoics' reminder that "the obstacle is the way" and that every challenge, or difficulty, offers an opportunity for improvement. 

I've done a lot of curriculum writing and lesson plan revision this summer. Most of this is for the theatre classes in middle school and high school (some are new, but some is for the potential need to adapt to online learning again). This week, I have turned my attention to the TYA course that I teach for the Program in Educational Theatre. I've been teaching this class since 2014 when I inherited it from a long line of influential people in the field: Dr. Lowell Swortzell, Laurie Brooks, and Jonathan Shmidt Chapman. The course structure has evolved over time and I have continued that tradition by adapting Jonathan's syllabus and making adjustments and tweaks to the course every year since.

About two years ago, I incorporated the 25 year anniversary anthology from the New Visions/New Voices Festival at the John F. Kennedy Center for the Performing Arts in Washington, DC. New Visions/New Voices is one of three major new play development programs in the field of TYA currently in existence in the United States (along with Write Now and NYU's New Plays for Young Audiences Series). The anthology was a way to focus on current scripts while emphasizing the importance of new play development in the field. Perhaps most importantly, using the anthology reduced textbook costs for students. The NV/NV plays are serviceable and the last two classes have enjoyed them; however, one of the strongest suggestions received from the classes was a desire to delve into even more current and relevant scripts. I have made that my goal while preparing for the fall.

When constructing the syllabus, it is also important to recognize the variety of students on the class roster and their varied perspectives. The class is typically made of students from freshman to doctoral candidates, Educational Theatre majors to performance majors from Tisch, as well as students from outside the arts who are interested in exploring the world outside of their math and business majors. The students are, or plan to be, theatre praticioners, educators, and producers, or are simply interested in story from a teller and/or audience point of view. All of these perspectives inform my planning and I plan to balance the reading list with scripts that are of historical significance to the field and that are often produced in professional venues and schools. The EdTA 2020 Play Survey was helpful here. I am including some of the titles on these lists with those from the NV/NV anthology.

One text that has not changed from my first courses at both Manhattanville College and NYU is Moses Goldberg's collection titled TYA: Essays on the Theatre for Young Audiences. This is an EXCELLENT book that I could not do without!

I am excited by this changes and look forward to exploring the works with a new group of students and to seeing and hearing their reactions and insights. There are still some areas of the field that I can't quite cover in the time provided for the class. I plan to ask students to explore those topics in their midterm project and see what may come out as the most important aspect to incorporate in the revision for next year.

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Hurry Up and Wait

After a great, yet unconventional school year, I am eager to get back. This is the first summer where I know my course load and the first time that I can go into September with plans in place. Previously, I've either been hired just before school began - or with the school year already in session, left in the dark about classes until arriving at school for the first professional development day. I'm further ahead in my planning than in those situations, but I'm getting ready with such a large question mark about how exactly our hybrid school model will pan out. That is the case for every teacher in America who hasn't yet begun school - it is frustrating, but necessary.

The biggest question right now is what form the winter musical might take. Choices are limited because of the need to secure streaming rights for the performance. I do have a show in mind and am eager to start planning because it will be a big undertaking if we can perform "normally" - we have no idea if we will be able to bring an audience together in March. I know that March is months away, but I always start planning this far out.

It's the inertia that is so frustrating at this point. Planning and preparation is necessary, but I don't want to waste that precious time doing things that may be unnecessary depending upon the circumstances.

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