1. Theatre as a Teaching Tool Emily Kasprzak Assistant Professor of Theatre

2. Introduction and Goals for Today Introduce the Elements of Theatre and how they relate to Brain-Based Learning and Active Learning. Discuss the educational value of these elements and how they can be implemented in your classroom.

3. Brain Based Learning Tactics Our Brain looks for connections. Repeatedly activating those connections helps reinforce knowledge. Experience, Reflection, Abstraction, Testing- “four pillars of learning” Experience- offering examples, analogies, experiential activities help learners create meaningful connection. Reflection- examining new and past events and searching for connections Abstraction- making sense of things, solving problems, and deciding on courses of action. Taylor, K & Lamoreaux A. (2008) Teaching with Brain in Mind. New Directions for Adult & Continuing Education.

4. Active Learning “For students to learn any new concept well they must initially internalize the concept, then apply the concept to a problem or issue so they come to see the value of understanding the concept” Summarize what was just said Relate the issue or content to their own knowledge Give examples to support what they said Put responses in written form Discuss with a partner or with the class. Paul, R. (2014). A Thinker’s Guide for those who teach on how to improve student learning: 30 practical ideas. Foundation of Critical Thinking Press.

5. Arts in Your Classroom--- Students exposed to arts report a higher state of motivation Students have a higher state of attention Students who study acting show memory improvement Students who study dance have better observation skills Ashbury, C. & Rich, B. (Eds) (2008) Learning, Arts, and the Brain. The Dana Consortium Report on Arts Cognition.

6. Theatre Elements Scene or Script Writing Improvisation Dramatic Structure as a Lecture Format

7. Script Writing- How it connects “Offering examples, analogies, experiential activities help learners create meaningful connection”- Teaching with the Brain in Mind Scene writing puts problems into perspective. It makes it personal. If demonstrated, it makes the problems Active (get it– acting?)

8. Script Writing- How I do it. The goal is not to be great playwrights- just put ideas on paper. Have students pair up and have them write five lines each, so there are 10 lines of dialogue total. (Reasonable amount) Give me an example of….put it into script form. You can act out the scenes, read them aloud, or just turn them in. Use scripts instead of journaling.

9. Script Writing Defend an idea- in the form of a script. (Thinking through the problems, arguing with yourself) Common scripts you use in your profession? No you can’t turn that paper in late! Hello how are you? Have students come up with a script they could use in a situation where they might be unsure of what to say. Instead of explain this to your partner, write it in a script ( double duty by writing and teaching- repeated connections)

10. Examples of How I use it… Interpersonal Communication When emotions got the better of you… How could you handle this different? Public Speaking Write out your argument- find the holes in your argument. How can you use it? What is the value of scene writing? Can we change this to better suit your area?

11. Dramatic Structure as a Lecture Format Inciting Incident Where it all begins- if this doesn’t happen, then nothing happens. Rising Action Building to the most important idea or theory. Climax Highest moment of tension- the most important idea or theory Resolution Tying up loose ends.

12. What is the one idea, theory, fact that if you students left class and remembered nothing else, you would want them to remember this? Let’s call that our “climax” Divide your class into two halves with a short break in the middle. (Intermission) 50 minute class- two 22 minute sessions, allowing for a 6 minute break (doesn’t have to be exact) First 22 minutes- Review, things we need to know, building to our climactic theory. Break for activity, discussion, Q & A Second 22 minutes- Introduce the climactic theory. End with homework, discussion

13. Dramatic Structure- How it connects Reinforcing connections, encouraging Reflection By presenting the “climax” later in the class period, they think about when they leave Does your course allow you to stick to a timeline? Is this theory limiting because of time limit? Could you implement this into your classroom?

14. Improvisation in Your Classroom “When improv is reformatted as a small group collaborative learning exercises, it can be a powerful teaching tool to promote deep learning” Improv promotes: Spontaneity Intuition Interactivity Inductive Discover Attentive Listening Non Verbal Communication Berk, R. & Trieber R. (2009) Whose classroom is it, anyway? Improvisation as a teaching tool. Journal on Excellence in College Teaching.

15. Improvisation as a Discussion Tool “ When improv is used in teaching students provide different responses in class session, and the instructor does not evaluate any given response but instead facilitates the improv process among students with the goal of guiding them towards discovery of their own knowledge.” Improv promotes a feeling of acceptance through “Yes…and” Berk, R. & Trieber R. (2009) Whose classroom is it, anyway? Improvisation as a teaching tool. Journal on Excellence in College Teaching.

16. Improv of a Discussion Tool: How I use it. No judgement- open space. All ideas will be accepted and discussed (easier said than done sometimes) Give students a prompt for discussion, students are to discuss how they feel, or what they think using “Yes…and” or “No…and” Students contribute continuing to use “Yes….and” The key is anyone’s contribution to the conversation is accepted without judgement.

17. Improv as a Discussion Tool 1.Start with “Yes” 2.Say “Yes and “ 3.Make statements, don’t ask questions all the time. 4.There are no mistakes…only opportunities. then….. 1.Ask students how scholarly conversation is like improv, and rewrite the rules specifically for class discussion. 2.The goal is not to be funny, but to improvise well and appropriately. Brecht, M. (2014) Conceiving Class Discussion as Improvisational Comedy. Teaching Theology and Religion.

18. Improv…how it connects. “Students begin to conceptualize discussion itself in a new way, namely, as a living activity whose existence depends on student involvement and collaboration.” Teaches students to think on their feet, and think critically. Get out of your comfort zone! Brecht, M. (2014) Conceiving Class Discussion as Improvisational Comedy. Teaching Theology and Religion.

19. So…. Script Writing. Dramatic Structure Improvisation How are these tools helpful? Are there other ways to use theatre or theatrical elements in your class? Can these ideas be developed further? Connections between dramatic literature, theatre practices, and other subject areas?

20. Resources: Taylor, K & Lamoreaux A. (2008) Teaching with Brain in Mind. New Directions for Adult & Continuing Education. Brecht, M. (2014) Conceiving Class Discussion as Improvisational Comedy. Teaching Theology and Religion. Berk, R. & Trieber R. (2009) Whose classroom is it, anyway? Improvisation as a teaching tool. Journal on Excellence in College Teaching Ashbury, C. & Rich, B. (Eds) (2008) Learning, Arts, and the Brain. The Dana Consortium Report on Arts Cognition. Paul, R. (2014). A Thinker’s Guide for those who teach on how to improve student learning: 30 practical ideas. Foundation of Critical Thinking Press. Emily Kasprzak- emily.Kasprzak@stmary.eduemily.Kasprzak@stmary.edu Twitter: youngem6 Instagram- @usmspiretheatre