Keeping students engaged and participating in class is one of the biggest
challenges facing classroom teachers today. A classroom full of glazed-over
eyes is not the way into the minds of eager, curious pupils. I argue that
students are likely to be far more receptive, in the classroom, if the arts are
integrated into the everyday curriculum. More specifically, role-playing or
even participating in extra-curricular theatre engages students and increases
and improves critical thinking inside the classroom. Wiggins and McTighe (1998)
define critical thinking as achieving the “six facets of understanding as: can
explain; can interpret; can apply; has perspective; can empathize; and has
self-knowledge” (p. 44). These effects occur because of the insight
role-playing and theatre give into the perspectives of other characters and
settings. Analyzing and understanding the perspectives of others sharpens the
skill of critical thinking by approaching common situations from multiple
angles. This encourages children to determine benefits and consequences, to understand
the principles of give-and-take in a circumstance, and even to become better
problem-solvers.
Critical thinking cannot be achieved from textbooks. Rather, it is a
strength, which develops from challenging problems of various scales. Theatre
involves plays with similar, overarching themes such as love, hate, fear,
death, hope, etc., and it introduces various methods of approaching and dealing
with said situations. This allows students to challenge their own emotional
schemas with those of the characters they play. As students frequently begin to
encounter various perspectives, they not only come to terms with their own
personal beliefs, but they also challenge their current schemas, testing the
boundaries of their perspectives. A more critically conscious and open student
body can instill a stronger sense and more positive outlook of self-identity,
which thus improves the receptiveness of the students to new information
(Marcus Nurius, 1986). Additionally, students are confronted with the
concepts of diversity and varying points of view. Comprehending diversity of
opinion at such a young age allows students to grow as learners without feeling
inhibited by negative peer pressure or the fear of “being different.”
Tangentially, one of the most important techniques to use in getting the
most out of one’s education is metacognition. This is a conscious,
effortful reflection on one’s own strengths and weaknesses as a learner.
Theatre specifically serves as a gateway to such introspection, because the
critical consciousness it raises in students provides them with the skills for
practicing metacognition. The constant analysis and re-analysis of their skills
and the portrayal of their character induce the constant evaluation of their
performance. This skill of metacognition is easily transferable to their
academic performance as well. It is often more important for students to be
able to understand why they got something wrong, rather than merely
learning the correct answer.
“It is precisely because the creative act flows from the inside out rather
than the outside in that it helps youngsters discover their own resources,
develop their own attributes, and realize their own personal potential” (Fowler
1996). The act of creation and characterization gives way for students to
identify with their creative choices time and time again, and it gives them the
opportunity to become familiarized with their unique stylistic traits. These said facets of creativity are essential in
boosting critical thinking, because students are able to pinpoint their own
perspectives in a clear way. As these young actors and actresses begin to
identify with their own viewpoints, and thus societal roles, they become more
comfortable with the idea that everyone has a unique perspective. Critical
thinking relies heavily on being able to view one situation through the lens of
various points of view, and then to evaluate those consequences.
The combination of each of these forms and usages of knowledge can be
powerful, because these characteristics are what make great problem-solvers.
Studies showed a direct correlation between the use of theatre or
role-playing in the classroom and the rise in the respective subject being
taught through the art and/or the students’ overall critical thinking
abilities. Additionally, “analysis of these studies indicate in a study by Du
Pont [1992] that the use of creative drama to enhance the reading scores of a
population of remedial or low-ability fifth grade readers enrolled in a
compensatory programme proved effective at the .05 level compared to the
performance of two other groups using methods that did not include creative
drama” (Eisner 53, 1998).
Kids
Are Dramatic is achieving similar changes within its student population. In The
Pinballs, the current play the students are performing, social topics such
as foster care and abuse are central themes. The actors and actresses are asked
to closely analyze the wants, needs, and troubles of their character—
temporarily adapting them as their own. Students are often isolated from vital
parts of our society as they are forsaken in the classroom. Being able to
explore them within the very personal context of theatre gives them a unique
insight into the subject matter. It increases their critical consciousness,
makes them aware of societal issues, and allows them to better identify their
own roles in society. In many cases, students begin to learn that they have a
voice and a presence. All of these teachings are essential for students in
classrooms to begin to engage in their communities and to bring their
curriculum into their real lives (Marcus Nurius, 1986).
