EDUCATION
FINAL REPORT 2009/10
The Multiple Purposes of Arts Education • Foster broad dispositions and skills, especially the capacity to think creatively and the capacity to make connections. • Teach artistic skills and techniques without making them primary. • Develop aesthetic awareness. • Provide ways of pursuing understanding of the world. • Help students engage with community, civic, and social issues. • Provide a venue for students to express themselves. • Help student develop as individuals.
“C
reativity moves forward through a process of generating questions, exploring problems, and seeking multiple options, and as it unfolds it includes cycles of critique, revision and reflection. The process is very complex and intense, notes Arts Corps founder/director Lisa Fitzhugh, but it is observable. Four indicators of creativity that she believes her students and teaching artists demonstrate across art forms, age groups, and contexts are persistence and discipline, tolerance for ambiguity, reflection, and metaphorical thinking.
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The Qualities of Quality: Understanding Excellence in Arts Education. The Wallace Foundation.
PO Box 50458 Palo Alto, CA 94303-0458 www.theatreworks.org
Front Cover: Kyle Payne, Ben Johnson, and Maggie Mason helps students recognize bullying behaviors in Oskar and the Big Bully Battle. PHOTO BY TRACY MARTIN.
Our Partners in Education TheatreWorks would like to thank our partners in education for their continued dedication to the educational activities at TheatreWorks. Their financial support enables us to provide in-depth arts education throughout the Silicon Valley and the San Francisco Bay Area. This year we served over 17,000 students, patients, and community members, making more than 80,000 educational contacts during the 2009/10 season. PRESENTING SPONSORS Microsoft The Craft Malcolm Family SUPPORTING SPONSORS Applied Materials JP Morgan Chase The Michelson Foundation Sand Hill Foundation SPONSORS American Century Companies Foundation Ron & Sylvia Gerst Jody Buckley & Mark Horowitz The San Francisco Foundation Scott Walecka & Martha Seaver BENEFACTORS SanDisk Corporation The Leonard C. and Mildred F. Ferguson Foundation The Morrison & Foerster Foundation SupporterS Adaptec Air Systems Foundation, Inc. Anonymous Dodge & Cox Investment Managers Lockheed Martin Space Systems Luther Burbank Savings
FRIENDS C.M. Capital Foundation Susan & Don Hanson Nicole M. McClain Robert Half Foundation Target CONTRIBUTORS Craig Barratt & Celia Oakley Daniel Chen & Deborah Quinn-Chen David & Natalie Cowan Scott Haber Heather & Deglin Kenealy Laura & Gary Lauder Tae Hea & Rosemarie Nahm Mark & Susie Reinstra Lisen Stromberg & Bill Rossi Margaret Taylor
Artistic Director’ s Message
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s a vital asset of our Silicon Valley community, TheatreWorks strives to create theatre of the highest professional quality. We strive to be an exceptional educational resource for the community as well. But what is quality and how is it measured? We recognize it onstage when we see it: a moment of universality that is communicated in a beautifully poetic or visually startling way. But what does TheatreWorks bring to the process of education that is of equal quality? How can we awaken in our students an aesthetic appreciation of art and its creation—not only as audience members but as potential artists as well? To bring art alive in the classroom we use a tremendously powerful weapon: artists! Our hybrid teacher/artists help students make connections between what they see on our stages and what they experience in the world around them. As they guide students in the craft and creativity of the theatre, they expand the student’s perspective of themselves and their community. As arts education started to evaporate in our public schools, Eric Booth, one of the first advocates of the teaching artist movement, said, “You might say the core activity of both art and learning is making personally relevant connections between yourself and new things. Teaching artistry is the artful, effective, engaging, successful, joyful, transformative, proven way to guide humans into and through those experiences.”
Teaching Artist Emily Jordan brings the joy of theatre to patients at the Lucile Packard Children’s Hospital. PHOTO BY TRACY MARTIN.
In this report you’ll hear about TheatreWorks’ activities that bring art and education together. Quality arts education can inspire an individual, electrify a school, invigorate a community. Our exceptional teaching artists nurture the roots of creativity and encourage the instinct for art that lives in every child. Can we instill in them a lifelong spirit of inquiry, a lasting exhilaration at mastering a new challenge? Yes. This is our definition of quality, and we achieve it every day.
Very sincerely,
“
When you leave a work of art you should walk away at a different angle on the world.
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James Cuno, Art Historian, Northwestern University
Robert Kelley Artistic Director
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Overview of Programs OUR MISSION: To provide the means for students of all ages to discover the power of theatre; to teach and inspire creative thinkers and theatre professionals of tomorrow; and, by our work, to engage our community in vital discourse, innovative artistry, and valuable educational opportunities.
Our Year at A Glance We provided our community with 81,825 educational contacts. We served: 14,540 students 1,465 adult learners 641 teachers from 88 schools in 7 counties.
29 schools participated in TheatreWorks programs for the first time this year.
THEATREWORKS FOR SCHOOLS Concepts at Play: These two-week residency programs use theatre arts to enhance student understanding of core subjects, from language arts to science. Oskar and the Big Bully Battle: Our annual touring production makes stops at elementary schools all over the Bay Area, helping students identify and combat the growing trend of bullying. Student Matinees: These special daytime performances are enhanced by study guide materials, in-class visits, and interaction with mainstage artists. The Young Playwright’s Project: High school students learn the art of playwriting from professional playwrights in these eight-week residencies. The TELL Project: This program harnesses the power of theatre to enhance speaking, listening, and comprehension skills among English Language Learners. TheatreWorks Research Schools: These long-term partnerships have developed into a breeding ground for new and innovative programming.
COMMUNITY PROGRAMS The Children’s Healing Project: Teaching Artists use creativity and selfexpression to help aid the healing process for patients at the Lucile Packard Children’s Hospital. Career Development Program: Exceptional interns share their talents with TheatreWorks’ staff, and learn what it’s like to work in a professional theatre company. Additional Enrichment Opportunities: Learners of all ages benefit from a variety of educational opportunities surrounding our mainstage works.
Actor Cathleen Riddley greets students following a student matinee of To Kill a Mockingbird. PHOTO BY TRACY MARTIN.
DRAMA SCHOOL Through our Camps, Classes and Conservatory, TheatreWorks introduces students to the art and joy to be found in theatre. Financial assistance is available for families who are most in need.
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Concepts at Play
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or the past eight years, Playing with Poetry has been a cornerstone of the TheatreWorks for Schools program. By employing theatre arts and creative play, students engage in self-expression and ensemble work, all while strengthening literacy and language arts skills. Due to the popularity of the program and its proven track record of success in the classroom, this year we expanded the scope of the project to include curriculum areas beyond language arts. The new Concepts at Play series now includes Playing with Science, and may grow to include other subjects in the future. Playing with Science debuted at four schools this spring: Henry Ford Elementary and Roosevelt Elementary in Redwood City, and Nixon Elementary and Ohlone Elementary in Palo Alto. As part of their unit on human body systems, fifth graders at Henry Ford and Roosevelt created living dramas representing the digestive, circulatory, and respiratory systems, just to name a few. As one student told us, “It was fun to do science in a different way.” First graders at Nixon studied air and weather by physically and verbally demonstrating ideas and emotions surrounding wind, clouds, sun, temperature, and the water cycle, while second and third grade students at Ohlone acted out plant and animal life cycles. Ginna Brereton, lead teacher at Nixon declared, “This was a wonderful experience for every child in my class. It was hands-on, engaging, creative, and exciting. The children really remembered new concepts and had fun doing it.” In each residency, a TheatreWorks Teaching Artist spent roughly one hour each day for two weeks, working with students, helping them to make kinesthetic connections to core curriculum concepts.
At A Glance PLAYING WITH POETRY 40 residencies 20 schools 98 classes 2,384 students 28,608 student contacts PLAYING WITH SCIENCE PILOT PROGRAM 4 residencies 4 schools 14 classes 311 students 3,912 student contacts
“
This is what is missing
from our schools.
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Parent, Nixon Elementary
“
The students thoroughly
enjoyed their experience,
and benefited from the multi-sensory approach to learning difficult concepts. The evening performance was enjoyed by all! Thank you again for offering us this educational science program. We hope to work with you again in the
”
future.
Principal, Roosevelt Elementary Teaching Artist Debra Jean Zwicker-Sobrepena engages students with Concepts at Play. PHOTO BY TRACY MARTIN.
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Oskar and the Big Bully Battle!
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fter a spectacular launch last year, TheatreWorks’ touring production, Oskar and the Big Bully Battle!, visited Bay Area schools again in the spring of 2010. Over the course of four weeks, students laughed along with Oskar as they learned valuable lessons about identifying and preventing bullying behaviors.
At A Glance 36 assemblies 23 schools 7,645 students
5 counties throughout the Bay Area
In the play, ten-year-old Oskar vows to take revenge on a classmate after an unfortunate playground mishap. Students in the audience witness Oskar as he bullies his friend, struggles with his conscience, realizes the error of his ways, and ultimately makes amends. The play clearly illustrates the roles of victim, bully, bystander, and upstander, and teaches audiences how to respond when they observe or are involved in bullying episodes in their own lives. The feedback for the show was overwhelming. One teacher commented, “The kids were able to witness how bullying really diminishes a person’s self-esteem. This will give me a point of reference (that all of my students can relate to) for further discussions. Having professionals visit the classroom is one of the most impressive ways to teach. The kids will remember this forever.” In addition to the performance, schools each received a comprehensive study guide containing activities and discussion questions specially designed to help teachers incorporate the play’s lessons into the classroom.
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One student told me, ‘Ever since we saw the play about Oskar, the kids that were bullying me don’t do it anymore.’ Principal, Luther Burbank
While the show deals with its subject in a humorous fashion, it makes a serious impact on student behavior. After the tour this spring, several teachers requested that we offer the assembly first thing in the school year, in order to help students self regulate their own behaviors on and off the playground throughout the year. As a result, we will offer the show again in the fall of 2010.
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Elementary School
Kyle Payne and Maggie Mason embody the roles of bystander and bully in Oskar and the Big Bully Battle. PHOTO BY TRACY MARTIN.
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Student Matinees YELLOW FACE The student matinee series kicked off this fall with David Henry Hwang’s satirical self-portrait, Yellow Face. Blurring the lines between reality and fiction, the play follows playwright “DHH” as he juggles issues of family, artistic integrity, and racial identity. 522 students from eleven different schools attended this stunning performance, which brought discussions of race and stereotypes to the forefront, and also emphasized the importance of discovering one’s own identity. As one student from the International School of the Peninsula stated, “The actors taught me to know my own face and know the face of others.” THE CHOSEN In October, 537 students from seven different schools came to see the student matinee of The Chosen. Based on Chaim Potok’s novel, the play tells the story of two Jewish boys growing up in Brookyln in the 1940s. Though there is heavy emphasis on the Jewish experience in this time period, including American reactions to the Holocaust and the debate over Zionism, the play also addresses universal issues very relevant to our students’ lives, including friendship, generation gaps, and pursuing one’s dreams. One Tehiyah Day School student remarked, “I learned that people who are different can still be friends— there is nothing that can stop them.” A CIVIL WAR CHRISTMAS TheatreWorks’ holiday hit, A Civil War Christmas, also offered extraordinary learning opportunities for the 259 students from three different schools attending. Written by Pulitzer Prize winner Paula Vogel, the play sought to illuminate what life was like for members of all strata of society during the Civil War. From runaway slaves to the President of the United States, a vast and varied cast of characters brought 1864 Washington to life in a way no textbook could. After the play, a Discovery Charter School teacher told us that her “Students experienced a shift in their perceptions of history and famous characters.”
At A Glance 3,978 students total 5131 student contacts 75 pre-show workshops 49 schools and homeschool groups
In addition to attending the play, participating schools receive in-depth study guides, pre-show workshops with TheatreWorks artists, and a post-show discussion with the whole cast.
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My students began to look beyond the purely entertainment value, and actively engaged with the material on a higher, more thoughtful level.
”
Tehiyah Day School teacher, following the student matinee of The Chosen
TO KILL A MOCKINGBIRD TheatreWorks offered an unprecedented four student matinees of this often read classic, allowing 1,600 students from 31 schools to witness the complicated history that plagued our nation in the first half of the 20th century. During one post-show talk back, a Latino student approached the stage to discuss racial profiling. Prompted by the question, “Have things changed and how?,” this young man helped the entire audience recognize the deeply prevalent cultural damage caused by a belief in “us and them.” One student wrote us about the experience, “I got to watch a story come to life before me, which allowed me to get a new outlook on the story and really take the time to absorb the information. “
Student audiences discussing To Kill a Mockingbird with the cast following a student matinee. PHOTO BY TRACY MARTIN.
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Young Playwright’ s Project
At A Glance
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his year, students from three local high schools had the chance to learn the art of crafting plays from accomplished, professional playwrights. In the fall, students at Hillsdale High School worked with playwright Raphael BobWaksberg, and in the spring, playwright Dan Moyer taught at both Palo Alto High School and Saratoga High School.
3 schools 77 students 1,350 student contacts
749 students have participated since the program’s inception 12 years ago.
In each residency, the first four weeks were devoted to writing exercises and skill-building workshops. At the end of the month, each student put these new skills to the test by writing an original one-act play. From each class, a handful of scripts were selected for further development. These writers then embarked on another four weeks of revisions, workshops, and one-on-one mentoring with the playwright-in-residence. The projects each culminated in a whirlwind day of rehearsals leading up to an evening of staged readings of the students’ work. The event gave student playwrights the unique opportunity to see professional actors and directors give life to their words onstage. In addition to building skills and providing a memorable experience, the Young Playwrights Project opens students’ eyes to an entire world of self-expression that they might not otherwise have discovered. One student participant, who has decided to pursue playwriting in college, wrote, “If your program was not around, I might have gone my entire life without discovering my passion for writing.”
We are extremely proud to say that both of this years’ playwrights-in-residence participated in this very program years ago, before going on to make names for themselves professionally.
“
Thank you so very much for all the time, energy, and talent you devoted to the Young Playwrights Project and to my kids. It was a thrilling, inspiring, and remarkable experience for all of us.
”
Allison Gamlen, Drama Teacher, Hillsdale High School
Playwright-in-Residence Raphael Bob-Waksberg presents a certificate to a Hillsdale High School student playwright . PHOTO BY TRACY MARTIN.
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“
If your program was not around, I might have gone my entire life without discovering my passion for writing. I am a different and happier person because of this project. I possess a passion, which I intend to follow.
”
Student Playwright
The cast and student writers from Hillsdale High School’s Young Playwright’s Project. PHOTO BY MARK KITAOKA.
YOUNG PLAYWRIGHT’S SHOWCASE /THE NEW WORKS FESTIVAL In August 2009, a handful of the very best student works from the past decade were revived on TheatreWorks’ mainstage. The event was a part of TheatreWorks’ wildly successful New Works Festival, and brought student work to the forefront for TheatreWorks’ patrons, most of whom had never attended a YPP event before. After culling through hundreds of scripts, nine one-acts and monologues from four other student works were selected to represent the voices of today’s youth. The works were performed for the public on Sunday, August 9. Several of the student playwrights were in attendance, some coming from as far as New York City to see their work brought to life once again.
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The TELL Project At A Glance
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he TELL Project is an exciting language-learning experience for all students, with a special focus on English Language Learners. Addressing the needs of culturally and linguistically diverse students is the cornerstone of the program’s philosophy, which allows students to feel safe using existing knowledge to learn new concepts and vocabulary. Using their own experiences as inspiration, students create and perform original material, helping them with presentation skills as well as learning to value their own stories. One Fox Elementary student said, “The most important thing I learned was to think positive and to be brave.”
5 schools 362 students 3,764 contacts
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The program’s curriculum includes improvisation, theatre games, exploration of movement and voice, and (for older grade levels) the writing of monologues and short scenes. Teaching Artists guide students through exercises that engage students physically, emotionally, and cognitively to investigate language through original work, promoting language acquisition using a kinesthetic approach. We successfully piloted this program in the spring of 2010 at five schools: Edith Landels Elementary School* in Mountain View Benjamin Fox Elementary School in Belmont Sierramont Middle School in San Jose Theuerkauf Elementary School* in Mountain View Parkside Elementary School* in San Mateo * Title 1 schools, with 40% or more students from socioeconimically disadvantaged families.
I wanted to thank you again for the theatre workshop you presented at Landels School. The students really enjoyed this unique experience and were introduced to a variety of skills.
The boys in my Ancient Civilizations class, who originally thought they would not be interested in, are still talking about how much they learned! They were pleasantly surprised by their need to express themselves! Thank you for your time, talent and patience. This was a special activity for students from a Title 1 school.
”
Sharon Hicks, GATE coordinator Edith Landels Elementary School
Teaching Artist Kyle Payne connects with students though the TELL Project. PHOTO BY TRACY MARTIN.
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TheatreWorks Research Schools
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chool partnerships have been important to The Workshop since it was first established. They serve as a cornerstone for our work, allowing us to research and develop innovative yet completely practical programs for schools. These relationships have helped us accomplish our goals and fulfill our mission to: • • • •
Develop and implement inspiring theatrical programming Cultivate and deepen each school’s existing arts education efforts Initiate personal growth and dynamic self-expression for students Create a laboratory for educators and professionals to pilot replicable and innovative models in drama education • Develop the audiences and artists of the future
The trust and spirit of collaboration engendered by these relationships has led to the development of programs ranging from Shakespeare: The Remix (blending Shakespeare and Hip Hop), to The Oskar plays: Oskar and the Big Bully Battle! and Oskar the Kid That Could.
“
I have been teaching for 21 years and this is the first training that I have taken in at least 10 years that is going to fundamentally change how I teach!
”
Diana Argenti, Kindergarten teacher
This year was no different— in the 2009/10 season, we continued to invest in our flourishing partnerships with the Palo Alto Unified School District and all of its elementary schools where we piloted Playing with Science; Eastside College Preparatory where we continued to serve students with scholarships into our New Works Conservatory and supplying complementary tickets to student matinees; and Henry Ford Elementary School where we also piloted Playing with Science. This year we added the following Research Schools and/or projects: • Hillsdale High School will be piloting a version of the Young Playwright’s Project in 2010/11, splitting the project with its sister school Cappuccino High. We are eager to try this new model to bring the cost down so that more schools might participate. • Landels Elementary School in Mountain View that piloted the TELL Project. • East Palo Alto Academy where we integrated the norms of the school (the “Five Habits of Mind”) and socialization skills for incoming freshmen at EPAA Summerbridge. During the year, we provided a 7th Period Acting class for school credit. In addition to viewing three of our professional productions, they recieved narrated back stagetours.
Students from East Palo Alto Charter School pose in costume during a tour of TheatreWorks’ costume and scene shops.
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PAUSD teachers observe TheatreWorks’ artists during summer camp teacher training.
PROFESSIONAL DEVELOPMENT FOR TEACHERS: Integrative Arts Curriculum Last summer, twelve Palo Alto Unified School District teachers met with TheatreWorks’ Master Teaching Artist Piper LaGrelius to learn how to integrate arts into their curriculum. During the course of our regularly scheduled camps, these classroom teachers had the opportunity to observe our Teaching Artists, question and explore methodologies, and try their hands at leading drama exercises.
In addition, they spent a considerable portion of their time with LaGrelius developing units of study for their own classrooms, integrating theatre components into their core subjects. Upon final assessment one teacher told us she learned that, ”Not all assessments need to be on paper! There are many ways for students to ‘show’ comprehension.”
“
We had ample time to plan, to use activities in meaningful ways. Piper was always there to help with the ideas and planning ...It might be the most useful training I have ever taken.
”
Teacher Training Participant
LITERAMA TEACHER TRAINING: Drama within a Literacy context For the second year, TheatreWorks supplied in-depth and meaningful teacher assistance for Palo Alto elementary teachers in their district-wide Literacy Camp, helping 23 PAUSD teachers to develop kinesthetic, experiential avenues to enhance comprehension for students who struggle with reading. Assessment showed that the experience was overwhelmingly helpful—on a scale of 1 -10, 70% of the teachers ranked the experience a 10, 20% ranked it a 9 and 10% ranked it an 8. One teacher wrote, “I loved watching the kids think of ideas independently. They are creative and independent thinkers.” THE AVANT! PROJECT: Systemic Change in Santa Clara Elementary Schools Starting this fall, a grant from the Avant! Foundation will supply funding for Concepts at Play to integrate programming in four schools in Santa Clara County that have a committed interest but lack financial resources for arts programming. The Santa Clara County Office of Education will identify four target schools at three grade levels (kindergarten, second, and fourth grades). The target school districts are Mountain View, Evergreen, Alum Rock, San Jose Unified, and Milpitas. In addition to residences, we will provide professional development for teachers on how to apply arts-integration across the curriculum.
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The Children’ s Healing Project at Lucile Packard Children’ s Hospital
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“
I love being with the kids each day and watching the way their faces would change after a visit with the TheatreWorks’ artists. After sleeping all day and being depressed, they would come alive, into a completely different world, and be different kids for the rest of the day.
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Teacher, LPCH
heatreWorks’ longstanding relationship with the Lucile Packard Children’s Hospital continued to flourish in the 2009/10 season. Now in its seventh year, The Children’s Healing Project continues to bring joy and a few hours escape to patients and their families. Every week two gifted Teaching Artists visit the hospital, serving patients and siblings in the elementary, middle, and high schools. Through improvisation at patients’ bedsides, creative drama workshops in school classrooms and in the comprehensive care unit (for teens with eating disorders), and monthly special family workshops, these artists shed a special light in patients’ lives. On any given Wednesday you might see our artists playing a wacky version of American Idol in the dialysis unit, four youngsters laughing uproariously as they disqualify each actors’ attempt to master a certain singing style. Or you might witness a group of high school students, some in various stages of chemotherapy, playing with the language of Shakespeare. You may even hear a couple of elementary siblings explaining why they were a super hero that day. Program Director Kathy Ho wrote to us saying, “The TheatreWorks program has grown into an integral part of our high school curriculum during the past several years. We've consistently seen top quality Teaching Artists who do an amazing job with a diverse and difficult population. With the high quality, fun, and engaging activities that they bring, we've been able to offer theater credits to students who would otherwise fall behind.
Teaching Artist Emily Jordan leads a group workshop at the Lucile Packard Children’s Hospital. PHOTO BY TRACY MARTIN.
At A Glance 759 contacts with patients, parents, and siblings 90 group workshops 257 bedside visits
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“The students at the Packard Children's Hospital School are a unique and dynamic group. Many are in the midst of a difficult time in their lives, and having a wonderfully uplifting program such as TheatreWorks really brings joy into their lives. It's wonderful to see our introverted or reticent students getting involved and having fun. It's also great to see our ELD (limited English) students interacting with the rest of the class. “It's my hope that someday TheatreWorks can become a permanent addition to our program. TheatreWorks has become a vital part of our program and we have used drama not only as a vital part of our curriculum, but also as a therapeutic way for kids to safely express emotions, practice public speaking, and have a little fun. All our students look forward to Wednesdays and are constantly asking, "When are (Teaching Artists) Jen and Em coming back?"
Career Development: The Internship Program At A Glance
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ach season, TheatreWorks helps budding artists and arts administrators develop valuable skills and experiences through our celebrated internship program. This year, a total of 24 young people had the chance to experience first-hand what it really takes to keep a professional arts organization thriving.
17 summer and 7 year round interns were served by the TheatreWorks Intern Program during the 2009/10 season.
Based on their skills and interests, each intern was matched up with a primary mentor in the department of their choosing. This year, interns were placed in special events, marketing, dramaturgy, stage management, education, and arts administration.
“
I know I definitely want to work in theatre; and this internship taught me how many options I have.
The majority of TheatreWorks’ interns were with us during the summer. These interns were all students making use of their summer vacation to explore the professional opportunities available to them as they prepare for careers in the arts. Summer interns came from local and out-of-state universities, and in some cases, exceptionally motivated high school students participated as well. Over the course of eight weeks, summer interns devoted thirty to forty hours to TheatreWorks each week.
”
Kendall Callaghan, Festival Services Intern
A handful of interns stayed with TheatreWorks year-round. Season interns are often recent college graduates, graduate students, or career-changers, seeking an in-depth experience to jump-start their careers. In addition to their regular duties, each intern was invited to learn more about the entire process of making theatre. Design presentations illuminated the artistic vision and production process for each show, and weekly lunchtime speaker events held during the summer gave interns a look at the roles of the artistic, production, and administrative staff and how they integrate to keep the wheels of the organization turning.
“
School cannot replicate the professional atmosphere.
”
Emily Goss, Arts Administration Intern
Ultimately, interns gain a valuable understanding of the options available to them as they embark on their own careers.
Intern working in TheatreWorks’ props shop. PHOTO BY MARK KITAOKA.
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Additional Enrichment Opportunities PLAYSHOPS A few times each year, TheatreWorks invites students and parents to take a behind-the-scenes look at our offices, scene shop, and props and costume collections. On these visits, guests gain an insider’s perspective while engaging in games and educational activities.
At A Glance 1,465 learners took advantage of additional enrichment opportunities at TheatreWorks this year.
FACILITIES TOURS Occasionally, school groups arrange for special private tours of TheatreWorks’ headquarters or backstage at our performance venues. These tours are led by TheatreWorks’ staff, and are a wonderful opportunity for students to learn more about what it takes to put exceptional productions on the stage. HOW THEATREWORKS During preview week for each show, TheatreWorks hosts a moderated discussion forum with noted guest speakers relevant to the production onstage. These events are free and open to the public. In the 2009/10 season, guests included: • Tinyard Hill: Tommy Newman and Mark Allen, the creators • Yellow Face: Designers Fumiko Bielefeldt and J.B. Wilson • The Chosen: Director Aaron Davidman • A Civil War Christmas: Robert Kelley and Musical Director William Liberatore • Daddy Long Legs: Robert Kelley and Composer/Lyricist Paul Gordon • Sunsets and Margaritas: Director Amy Gonzalez and Author Jose Cruz Gonzalez • To Kill a Mockingbird: Set Designer Andrea Bechert • Opus: New Works Director Meredith McDonough and Robert Kelley DISCUSSION WEDNESDAYS Following each regular Wednesday evening performance, TheatreWorks patrons are invited to stay after the show to engage in a lively discussion with the cast and artistic staff. Audience members have the opportunity to ask whatever questions are on their mind, frequently addressing topics such as scenic and costume design, actors’ backgrounds, the nuances of new works, and any number of show specific topics. The shows this season sparked conversations about discrimination and racism, the structure of Latino families, and, during The Chosen, forms of child rearing and issues between fathers and sons.
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TheatreWorks Drama School At A Glance
Based on the popularity of the Playing with Poetry residency program, TheatreWorks began offering summer camps in 2007, giving students the opportunity to extend what they’d learned during classroom residencies. Since then the demand for additional programming has snowballed, so this year TheatreWorks launched a bevy of additional camps and classes, enabling eager students to continue learning throughout the year.
SUMMER CAMP: 149 students
NEW WORKS CONSERVATORY This training program was launched in the summer of 2009 with a group of 13 wonderfully diverse students. We offered a comprehensive theatre arts curriculum where students studied Acting, Voice & Speech, Dance, Playwriting, Commedia dell’Arte, and Shakespeare. In addition, students worked together to create an original theatre piece.
NEW WORKS CONSERVATORY: 13 students 7 received full scholarships SATURDAY CLASSES: 39 students VACATION CAMPS: 74 students
Our mission was to provide an intensive atmosphere on par with other national teen conservatories. In this setting we encouraged students to push themselves beyond their comfort zones and test out new artistic territory. These students left the program with life skills as well as theatre skills that will serve them as they pursue their dreams. Five Latino English language learners from East Palo Alto Academy and two African American students from East Side College Preparatory attended the conservatory on full scholarships. The diversity of the group was a great asset in promoting creativity, allowing students from different backgrounds and with different ideas and experiences to come together as an ensemble. Two New Works Conservatory graduates, Chantel Perry and Deonte Brown, went on to perform their own stirring, original monologues as part of the Young Playwright’s Showcase in the New Works Festival in August.
“
I saw my son present himself to the world and say, ‘Here I am.’ Life changing.
”
Parent, New Works Conservatory Student
Conservatory student Deonte Brown performs his own original monologue. PHOTO BY TRACY MARTIN.
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Teaching Artist Sarah Eismann leads campers through an imaginative game. PHOTO BY TRACY MARTIN.
“
It was the first time that adults I respected and trusted sat me down and told me, ‘I believe in you. If this is what you love, here are the steps you need to take to make your dream come true.’ I didn’t just grow as a performer, I grew as a person.
”
New Works Conservatory Student
CAMPS AND CLASSES As part of our growth this year, we began to offer new opportunities to our enthusiastic students. Once a week for 4-6 weeks, they joined us on Saturday mornings to participate in specialized workshops in theatre. Here, our students got to stretch their skills in new and creative ways to delve even further into their emerging talent. We also set up programs held during the school system’s winter and spring breaks. Held at various school locations serving students from ten different Silicon Valley cities allowed us to share the joy that theatre can bring to families throughout the South Bay and Peninsula. As always, the camps ended in a celebration filled with excitement and love where the students got to show off some of their new skills. Those workshop performances became so popular that fathers had to take standing room only spots in the back, proudly holding their iPhones high in the air hoping to capture the smile on their child’s face. EYES ON THE FUTURE: New Programs for 2010/11 Demand for our programs continues to grow. One of the most popular requests we hear is a plea for TheatreWorks Drama School afterschool programs. We are proud to say that starting next fall, we will be offering an all new program called KBAM! (Komic Book Adventure Musicals) which will give students the ability to work as an ensemble to create, from scratch, their very own original musical theatre piece. We will also be rolling out a new high school program called Remix. Students will have the opportunity to take a well loved piece of classical theatre and reimagine the entire work from top to bottom.
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Message from the Director of The Workshop Participating in chorus, band, and art classes were the highlights of all my years in public school, leading me into a very rewarding and unique career. These activities were not just fun; through them I learned the tools of art making: discipline, assessment and reflection, aesthetic reasoning, generating ideas, and making connections. These skills have immeasurably deepened my daily life and gave me the necessary skills to succeed. So, I am forlorn by the state of arts education in the US today. It is alarming that most schools do not have full-time arts teachers. Arts specialists are even less likely to be in found in poorer districts, precisely where they are so needed. All of this has developed despite mandates that call for including arts standards in the No Child Left Behind Act. In most districts, arts education is offered only at the high school level—most likely because there is an arts requirement for graduation. In many elementary schools, classroom teachers are being handed the task of teaching all of the arts. Elliot Eisner, a trailblazer addressing the arts education crisis in this country said in The Arts Education Policy Review, “We are expecting teachers to teach what they do not know and often do not love.” This is why arts partnerships, such as the ones that TheatreWorks offers to our community, are so important. Teaching Artists can help fill the gap for beleaguered teachers and schools. Though there is no replacement for qualified arts specialists, Teaching Artists bring something unique and astounding to the table—authentic expertise. For the students, artists bring alive the nouns of art: the plays, the songs, the designs and visuals. But more importantly, their love of the art becomes infectious. To use a metaphor from Eric Booth, “They also help students engage in the verbs of the art…the how of the doing.” This type of experience can help students stay engaged in learning, find their reasons to speak out, learn what matters, and most importantly acquire the courage to bring those valued parts of themselves forward into the civic discussion. We wish to thank our supporters for their wisdom in continuing to support arts education. By underwriting TheatreWorks’ activities, they help ensure that education through and with the arts continues to find its place within our schools, profoundly enriching the quality of life in our communities. Sincerely,
Director of Education Mary Sutton directing actors in the Young Playwright’s Project. PHOTO BY MARK KITAOKA
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Many Americans are rudimentary in their skills with the verbs of art with which we create artistic experiences; they feel incapable, unsuccessful, and so, too often, disinterested or averse... Good teaching artists know how to work with the verbs together with the nouns. That is their hybrid gift, and that is what makes them invaluable in bringing new audiences into the richness of works of art.
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Eric Booth, The Music Teaching
Mary Sutton Director of Education
Artists Bible
TheatreWorks Education Final Report 17