More Than Lines and Monologues: Cultivating Empathy and Equity in My Drama Classroom

The stage lights dim, lighting my students' faces warmly as they sit in a circle. Each comes from a different background, possesses unique abilities, and has their own experiences. Expectancy fills the air as I, their theatre teacher, stand in the center. I come prepared with a lesson plan, a script, and a toolkit I've developed over years of study and contemplation.

Empathy is at the heart of who I am. I am a good listener, paying attention to the words people use and the emotions and body language they convey. I am sensitive to the concerns, hopes, and desires that people want to express. I believe in celebrating neurodiversity by embracing each student's unique learning and expressive styles. For example, a student who struggles with reading may excel at improvisation, while another may express themselves through dance or mime. In my classroom, I focus on nurturing and recognizing the artist within each student rather than just teaching lines and monologues (Olinghouse, 2008).

I believe that our commitment to diversity is an ongoing process, and we need to take thoughtful actions to achieve it. According to Brewer et al. (2007), I always use plain and concise language, avoiding complex jargon that may alienate readers. I ensure that learning materials are diverse, including visual aids and kinesthetic activities, to make the subject accessible to everyone (Olinghouse, 2008). Most importantly, I create a safe space where people can be vulnerable and learn from their mistakes rather than fear punishment (Treahy & Gurganus, 2010).

I am eager to continue learning and growing. Specifically, I am interested in discovering more about accessibility tools and methods. This will help me better understand how sensory sensitivities and learning challenges impact participation. Additionally, I am striving to improve my cultural competency to honor my students' diverse perspectives and experiences. As an educator, I aim to facilitate learning and growth, not to act as a gatekeeper. I want to help my students open doors to possibilities beyond their wildest dreams. (Lloyd, 2008).

The most important lesson that I am still learning is to be a lifelong learner. I believe in being open to new ideas, giving prominence to voices that are only sometimes the loudest, and accepting the ever-changing landscape of diversity. It is a journey that never ends, but with every step, I want to create a classroom where everyone feels seen, heard, and encouraged to share their story. So, when the lights dim and the play begins, I stand before my students as lifelong learners, ready to create a world of inclusivity one scene at a time.


References:
Brewer, D., Augustine, C., Zellman, G., Ryan, G., Goldman, C., Stasz, C., & Constant, L. (2007). Developing the curriculum standards and supporting their implementation. In Education for a new era: Design and implementation of K–12 education reform in Qatar (pp. 99-110). RAND Corporation. http://www.jstor.org/stable/10.7249/mg548qatar.16

Council of Theatre Arts Education (CTAE). (n.d.). Learn. School Theatre. Retrieved from https://learn.schooltheatre.org/

Lloyd, G. M. (2008, January). Curriculum use while learning to teach: One student teacher's appropriation of mathematics curriculum materials. Journal for Research in Mathematics Education, 39(1), 63-94. http://www.jstor.org/stable/30034888

National Endowment for the Arts (NEA). (n.d.). Arts Education. Retrieved from https://www.arts.gov/impact/arts-education

National Core Arts Education Standards. (n.d.). Teaching for Artistic Literacy. Retrieved from https://studylib.net/doc/6948140/national-core-arts-education-standards

Olinghouse, N. (2008). Designing lessons for diverse learners. https://edwp.educ.msu.edu/te/wp-content/uploads/sites/49/2020/06/Designing-Lessons-for-Diverse-Learners.pdf

Universal Design for Learning (UDL). (n.d.). Retrieved from https://udlguidelines.cast.org/more/downloads

Treahy, D. L., & Gurganus, S. P. (2010, April). Models for special needs students. Teaching Children Mathematics, 16(8), 484-490. http://www.jstor.org/stable/41199522

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