Idea Bank of Instructional Strategies and Methods for Embedding Historical and Cultural Context into Planned Instruction

 

Name: William D. Colvin

Email: colvin@cvzoom.netWColvin@casdfalcons.org
 

Art Form: Theatre
Grade Level(s) 10-12
Philosophical Perspective

Theatre is a collaborative performance oriented art form, and I believe that it cannot be fully experienced entirely from books and/or lectures. Theatre must be experienced on many different levels for the student to begin to fully appreciate the art.

Levels available to the student include, but are not limited to, reading and analyzing scripts, attending performances, critiquing performances, acting roles, directing plays, designing and or working with costumes, scenery, lighting, makeup, marketing materials.

The more a student personally interacts with the different levels of theatre, and becomes aware of the impact and influence of culture and historical events on its development, the more he or she will begin to appreciate theatre from both an intellectual and emotional perspective.

Instructional Strategy

Have students read period plays written by Pennsylvania artists. Through a combination of guided and independent research explore the impact of the cultural and historical events of the period on Pennsylvania playwrights and actors. Have students analyze and critique works in light of the results of their research. Contrast and compare similar works by nonPennsylvania playwrights with those written by Pennsylvanians. Discuss and identify the effect of the time period and culture in Pennsylvania on the choice of topic, language, acting style, costuming, and use of lighting, scenery, music, and makeup as appropriate, then compare and contrast them with playwrights and actors who are not part of the Pennsylvania experience. Discuss things that are unique to the theatre of the target period, have the students prepare a small production or scene authored by Pennsylvanians for viewing and critique by their peers. Their production should include a practical demonstration of as many aspects of the theatre as practically possible, e.g. costume, makeup, lighting.
Reflections:

It has been my experience when teaching drama in the classroom, that until students actually become participants in more than a superficial way, that they merely go through the motions of reading words without meaning, and miss the enjoyment of one who immerses him or herself in the media. When students are challenged to produce a product of their own making, in which they have the ability to create something of their own design, whether it be within the bounds of a published script or totally of their own invention, that they accept ownership and buy in at a personal level. When this occurs they not only go to great lengths to ensure that the project is completed well, but also they learn in spite of themselves. They achieve both a personal satisfaction and an appreciation for the work and creative genius of accomplished artists. I have seen the results of this learning process when they return to the classroom and discuss theatrical performances from an entirely new perspective based upon what they have learned after participating a production of their own.