Personalized Play: Adapting Theatre Education for a New Generation of Learners

The spotlight illuminates my diverse classroom, revealing a vibrant group of actors excited to experience the magic of theatre. Each face reflects unique skills and learning styles, but how can I ensure that everyone shines under the spotlight? Personalization is the key to creating an inclusive stage where all performers can thrive. (What is Inclusive Teaching? n.d.)

 

This course taught us how to create a diverse and inclusive classroom. We studied materials, such as the work on teacher-parent collaboration by Adams et al. (2016) and Anderson's (2018) recommendations for fostering inclusive environments. We also learned how to organize instruction (McFarland-McDaniels, n.d.), plan curriculum (Cullen, 2016), and create lesson plans (Introduction to the Activities & Looking Activities: talking and listening, 2005) to meet various requirements. We can apply these theoretical concepts and turn them into actionable measures to personalize your theatrical experience.

 

Instead of relying on a rigid, outdated curriculum, consider it a versatile playbill that offers various roles and paths for each student (Olinghouse, 2008). To begin, get to know your students' interests and theatrical backgrounds through interactive activities that encourage them to explore their passions. This forms the basis for customized play choices, scene selections, or monologues in the future.

 

It's important to remember that diversity in theater goes beyond just the script. As an educator, encourage your students to explore theater's rich history and philosophy through various perspectives. You can use Cohen and Barczyk's (2015) concepts for material adaptation to achieve this. To cater to the diverse learning styles of your students, consider creating multimedia presentations, interactive timelines, and podcasts in addition to traditional lectures (Bray, 2005). Inclusive teaching involves celebrating playwrights and plays from various countries, races, and abilities, which helps broaden perspectives and cultivate empathy.

 

Personalization involves more than just catering to pre-existing interests; it also ignites new enthusiasm. Students should be allowed to explore themes or impulses that resonate with their souls through choice-driven projects (Olinghouse, 2008). Some individuals thrive in the collaborative setting of scriptwriting, while others find their voice through solitary projects. Assign distinct assignments with tiered scaffolding to encourage their growth and utilize visual organizers, sentence starters, or pre-written character sketches as necessary.

 

Collaboration is essential in any theatrical production; the same applies to the classroom environment. According to McFarland-McDaniels (n.d.), it is crucial to create flexible groups based on students' ability levels, learning styles, and personality compatibility. This will encourage peer-to-peer learning, allowing students to learn from each other's talents and abilities. Inclusive teaching involves adaptive activities and modified rehearsals for students with physical or learning challenges. To ensure that everyone can engage meaningfully, it is advisable to use assistive technology such as text-to-speech software, closed captioning tools, or voice recognition systems (Adebisi et al., 2015).

 

As the project concludes, incorporating technology can enhance the learning experience. You can utilize video editing software, augmented reality apps, or online collaborative tools to combine various learning styles and skills in creative projects. Additionally, it is crucial to emphasize the significance of learner analytics. By tracking individual achievements, identifying areas for development, and providing tailored coaching for those who need more assistance, you can help each student maximize their potential (Baker, 2016).

 

Lastly, it is important to celebrate differences on stage. Encourage open dialogue about representation in theater, addressing stereotypes, and promoting inclusivity in casting and storytelling. This fosters a culture of appreciation for diverse perspectives and learning methods, ensuring every student feels valued, heard, and empowered to share their story.

 

As the final curtain falls and the acclaim erupts, remember that personalization is not a one-time event. It is a continuous process of discovery, adaptation, and progress. Accept the obstacles, rejoice in the victories, and never stop adapting your training to your diverse cast's abilities and needs. After all, the genuine magic of theatre is only revealed when every actor flourishes (Adams et al., 2016).

 

Allow your personalized theatrical adventure to begin! Remember that you are the director, and your diverse classroom is your masterpiece.

 

 

References:

 

 

Adams, D., Harris, A., & Jones, M.S. (2016). Teacher-parent collaboration for an inclusive classroom: Success for every child. Malaysian Online Journal of Educational Sciences, 4(3), 58-71. https://www.researchgate.net/publication/304659451_Teacher-Parent_Collaboration_For_An_Inclusive_Classroom_Success_For_Every_Child

 

Anderson, A. (2018, January 18). 7 ways to create an inclusive classroom environment. ASCD IN Service. http://inservice.ascd.org/7-ways-to-create-an-inclusive-classroom-environment/

 

Adebisi, R.O., Liman, N.A., & Longpoe, P.K. (2015). Using assistive technology in teaching children with learning disabilities in the 21st century. Journal of Education and Practice, 6(24), 14-20. https://files.eric.ed.gov/fulltext/EJ1078825.pdf

 

 

Baker, R. (2016). Using learning analytics in personalized learning. In M. Murphy, S. Redding, & J. Twyman (Eds.), Handbook on personalized learning for states, districts, and schools (pp. 165–174). Temple University, Center on Innovations in Learning. https://learninganalytics.upenn.edu/ryanbaker/ED568173.pdf

 

 

Bray, W. (2005). Supporting diverse learners: Teacher collaboration in an inclusive environment. Teaching Children Mathematics, 11(6), 324-329.

 

Cohen, R. & Barczyk, R. (2015). Adapting materials to meet your classroom needs [Presentation slides]. American English. https://americanenglish.state.gov/files/ae/resource_files/webinar_15.2_-_slides_for_ae.pdf

 

 

Cullen. K.A. (2016, March 21). Culturally responsive disciplinary literacy strategies instruction. In Crandall, B. R., Lewis, E., Stevens, E.Y., Robertson, J. M., O’Toole. J. E., Cullen, K.A., …McQuitty. V. (Ed.), Steps to success: Crossing the bridge between literacy research and practice. Milne Library. https://milnepublishing.geneseo.edu/steps-to-success/chapter/12-culturally-responsive-disciplinary-literacy-strategies-instruction/

 

Introduction to the activities & looking activities: talking and listening. (2005). In Learning from difference: An action research guide for capturing the experience of developing inclusive education, 18 -33. Enabling Education Network. https://www.eenet.org.uk/resources/docs/Learning%20from%20Difference%20Guidelines.pdf

 

McFarland-McDaniels, M. (n.d.). How to organize a classroom for diverse learners. Classroom. https://classroom.synonym.com/organize-classroom-diverse-learners-8235933.html

 

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

 

 

What is Inclusive Teaching? (n.d.). Michael V. Drake Institute for Teaching and Learning. OSU.EDU. https://drakeinstitute.osu.edu/instructor-support/inclusive-teaching