High School Theatre

A few days ago, I received a surprise email from a former student I had nearly forgotten—a drama student from over fifty years ago. He wanted to share with me that the fun he had in the high school plays I directed eventually led him to join additional happy performances, although his day job was in business. He wasn’t the first to contact me. When I taught drama, certain parents and administrators scrunched up their faces. “The students will never make a living that way,” they said. And then, with horror: “Some are choosing plays over sports!” My departmental supervisor commented, “It’s good for students to read plays, but surely an English teacher can direct plays as well as someone schooled in theatre.”

When I traveled back to my former school as part of a 45^th high school reunion for many of my students*, theatre had been reduced to a far lesser role in campus activities, although the building did boast a vastly improved auditorium. I had hoped someone would have continued the success of the program. I never expected my students to go professional, although I know of at least one who did in a university setting. Not every field of study leads directly to a job, but drama provides more flexible preparation for the “real world” than non-drama people realize.

First, students must read. At a time when many young people have inadequate reading skills, plays force challenging vocabulary and intensive interpretation. A hopeful actor must attend an audition. I made my auditions as stress-free as possible, emphasizing improvisation to reveal the student’s dramatic and vocal capabilities. But there’s no way to make an audition totally stress-free, which means each student must rally enough self-confidence to put him or herself out there. He or she wants to do well to impress peers, a very potent motivator.

Success due to risk initiated by the student and not some teacher’s dictate lays a good base for any future career. In addition, acting requires memorization—a skill Socrates once taught students for their intellectual development. Acting places the student on a stage, performing for strangers. One woman I knew who had majored in theatre in both high school and college and later enjoyed a successful career in business confided in me that it was her ability to feign comfort, confidence and leadership even when she felt intimidated that was her most important tool. The students acting on stage as well as the students who run the supportive committees—such as costumes, set, lighting, music, publicity, etc.—work independently, discovering their own talents for creativity and leadership, time management and organization.

Acting demands a person be someone else for a while and experience empathy. Empathy counteracts prejudice. Actors write back stories for their characters, exercising their writing skills. One famous actor chatting with Dr. Henry Gates about his life choices commented that he stayed in acting because theatre people are fun. They’ve conquered much of their reluctance to appear to be different and they foster resilience with humor. A cast must work together as an “ensemble”—the equivalent of diverse community. Even in a high school play, the cast members must depend on one another for support.

The teamwork of theatre is unique in that everyone wins when the product is good. Everyone has an investment—either on or off stage. Each person is competing only with his or her best self. All skills are welcome from building to sewing to graphic design plus dancing and singing and instrumental music. Physical limitations no longer close doors. Enter a competent and enthusiastic director, because sadly inferior productions repel participation. I submit that schools neglecting arts such as theatre do their students a disservice.

*     Image of me before the reunion, standing in front of what was once our high school stage in the gymnasium—not optimal but really fun.)