Passion, Persistence, and Pride

This post has been sitting in my head for a while now. I haven't been sure how to write it, how to structure it, what exactly I would say.

I have an excellent cast.
Something has happened to cause them to bond in a unique way.
Our show, of course, is Little Shop of Horrors.
There are 16 in the cast - many more on our Production Team.
They came together last week for a specific cause.
In support of our show.
In support of our Theatre Department.
In support of each other.

Our school traditionally has 4 performances for the Senior Production.
Our school, until now, has done very few musicals.
When they have done a musical, there have been 5 performances.
Musicals are very popular, you see.
The last musical was two years ago - the year before I arrived to teach the Senior Drama.
When we planned for this show, I looked back at the past musicals, and decided that I would like to do 5 shows for this musical.
We planned for 5 shows, and put 5 shows into the schedule.
One them was a Saturday matinee.
There would also be a Saturday evening performance.
Our Head of School had issues with this - so did I. (Matinees make for a long day for high school students.)
We talked.
I still wanted 5 performances.
We agreed that a Tuesday opening, instead of Wednesday, might be an appropriate solution.
The schedule was changed.

The mistake - no one informed our school administrators of the change before it went into our Performance schedule.

Ahhh.. the problem!

We started rehearsals.
The cast was told that they would have 5 performances.
They were very excited.
They love our show.
The school administrators told us that 5 might not be the greatest idea, and "why weren't we told about the change?"
They made some very good points.
The issue was brought up with the cast.
They still wanted 5 performances.
They love our show.
They know it's going to be great.
It was decided that we could have 5 shows, but the fifth would have to be a Saturday matinee.
The cast was not happy.
They know how hard matinees are.
They know that two shows in a day can negatively affect the evening show.
Saturday is our closing night.
The cast wants a PHENOMENAL closing show - not one with tired actors, with tired voices.

Zoe is my Stage Manager.
Kelsey is my Assistant Director.
Celia is my Audrey, and is also our Fine Arts Prefect.

Kelsey took the issue up with the Senior School Principal.
The schedule did not change.

Zoe and Celia took the issue up with the Principal.
The schedule did not change.

The cast became emotionally involved.
They have a lot invested in this show.
They love this show.
They want to show it off.
Zoe and Kelsey organized a rally of sorts.
They wrote a letter.
The cast and crew signed the letter.
The cast and crew took the letter to the Principal.
They all want a Tuesday show, and not a Saturday matinee.
They were turned away.
They got angry.
They wrote another letter - to their parents.
They asked their parents to support their request.
Some did.
Zoe and Kelsey met with the Head of School.
They felt that the students were not being listened to.
Our Head of School listened.
He supported both sides - diplomatically, as he should.
Our Head of School met with my cast tonight.
He told them that they would reconsider a Tuesday night Preview Night.
Not an official opening.
But an audience-attended Preview.

My cast is pleased.
They feel that they have been listened to.
They love this show.
They have demonstrated passion like none before.
They have demonstrated the kind of persistence that I have tried to instill in them to defend the Arts.
They have demonstrated their pride in our show, our department, and in each other.
They supported each other.
They stood up for what they believed in.
They stood up for what they wanted.
They stood up for our show.
They love this show.

I love them.

The Grade Nines and I jump in with both feet

I find my current Grade 9 class inspiring. I enjoy watching them work. I enjoy the energy in the class. I enjoy our three class times each week, and I look forward to them.

A question in our Senior Staff meeting today: "Is anybody else having problems with the Grade Nines and talking?"

"Yes"
"Sure are"
"They just won't stop"

These were some of the responses. I kept my thoughts to myself, because my responses may have seemed self-aggrandizing. I am not having any issues with my Grade Nines. At least, not to the point where it's frustrating me. I expect a little bit of chatter from fourteen year olds, especially ones who seem to get along so well. I guess I forgive a certain amount. So, I sat there, a little bit pleased with myself that I have created the right atmosphere in my Grade Nine class. An atmosphere in which students are respectful of each other, and of me, and what I have to say to them. An atmosphere which apparently is not present in the classrooms of some other teachers in our school.

Anyhow, what do I really want to say about today? We have just finished three and a half classes of "hot-seating", an exercise in which students have created a character, and get interviewed by the class. One by one, they enter the theatre in character, take a seat in the "hot seat" and offer off-the-cuff answers to questions that they haven't really had a chance to think about yet. The interviews last anywhere from 4 to 10 minutes. Usually by the third class of this routine, the students are antsy, anxious, wanting to move. But this class, in typical form, took the exercise in stride, and remained incredibly patient the entire time. As we finished today, about halfway through the period, they asked, almost in unison: "Can you do one Mr. Hedivan?" Now, normally, having not prepared, I would waive them off, tell them we have to move on, and then just move on. But something else clicked in me today. And before I knew what I was doing, I had agreed to create a character on-the-spot, and undergo the "hot seat".

I'm not sure how great the character ended up being, or how creative it seemed, or anything like that -but I'll tell you honestly, it was totally worth it just to realize what it did for our class dynamic (ah, there's that word again!) It was just another one of those moments where I knew that those students were on my side. And it probably helped in keeping them on my side for at least the next long while.

So, thanks again Grade Nines, for reminding me of many of the things that I love about my job.

Dramatic Dynamics

Drama is all about dynamics. As a drama teacher, I must learn to react to each class individually, depending on the dynamic within that class. When a dynamic changes, when relationships change, when there is an addition, a subtraction, anything like that, the plans have to change. Drama teachers have to respond to these things in a way that other teachers don't. "Academic" teachers may take for granted that the units they teach can remain basically the same year after year. I have to change my year plans based on how many students, of what gender, of what base of talent, of what previous knowledge, or based on their particular interests. It's one of the things that keeps my job interesting, and keeps me on my toes.

Of course sometimes, it can be frustrating.

I teach in a small school. I am the only Senior Drama teacher. There is only one drama class per grade in the Senior School. What that means is that when a student chooses to take Drama in Grade 9, and continues with it in subsequent years, they also continue with me, and with all the other students that have made the same choice.

Last year, I started at Glenlyon Norfolk School with a Grade 9 class of 18 students. 6 girls, 12 boys. At least 9 of these boys were extremely energetic. Some may say "difficult to handle." It took a long time, a lot of patience, a lot of work, but finally I got the class on my side. We had some very strong moments throughout the year, and ended on a very positive high. I was thrilled that I had gotten this class to a point where almost every one of them wanted to carry on with drama in Grade 10. Certainly, one of my professional goals is to increase the profile of the drama department by increasing the interest among students and retaining students year to year. One of my other goals to this end is to increase my numbers year to year. Well, I am also pleased to say that from last year to this year, after loosing only 2 students from this class (one to art, and one to another school) I have also gained 8. So my Grade 10's this year are 24. 8 girls, 16 boys. 16 of these students know each other intimately from last year, 8 of these students are just joining us.

It's not a HUGE change, but oh,how the dynamic has changed. At the end of one particulary frustrating class I sat down with them and said, "we were at a certain point at the end of last year as a class, what has changed to make us take such a huge step back?"

A few moments of awkward silence from them, and then, from one of the boys:

"I guess it's just all the new people. We're just not the same class anymore."

And I guess he hit it on the head, right? I certainly knew that was the case. I was a little thrown off that they had recognized it themselves.

Let me be clear though. The new students who have joined our class this year are superb, for the most part. In fact many of them have a definite zeal and passion for the subject. They are genuinely interested in learning more. A few of them have an obvious instinct for what we do.

So my response to the student's comments was "Why aren't we rejoicing in our new members? They've brought so much to our ensemble - it's incredible."

More silence.

I'm not exaclty sure what I'm thinking about the Grade 10 class as a whole right now. There is a lot of potential there. I hope that I am being encouraging enough to those in whom the potential sits. I hope that those with the passion and interest are able to "ride out" the rough times, and see through all the muck that sometimes creeps up in the class. (And if any of my Grade 10 students are reading this, I'm pretty sure you know which side you're on. If not, ask me tomorrow - I'll be honest with you!

I guess we've also started with a difficult unit - Improv. We a had a really good time with our Improv unit last year. It was one of our turning points as a class. I thought we would start with it this year so that we could get a good base of skills in place in preparation for our study of Commedia Del'Arte. I also figured it would start the year on a positive note.

It hasn't exactly worked for me. Maybe we weren't comfortable enough with our new ensemble to safely do the kind of Improv that I was expecting. There's a different social dynamic in the class this year. Of course, I am also pushing to move them beyond the notion that Improv is just theatre games. There are a definite set of skills and theories that an actor must understand and embrace in order to be a successful improvisor. Maybe some of them just aren't ready for that leap yet. I feel like they still want just games.

Well, if anything, the push will allow them (force them?) to make an informed decision about carrying on in my class next year, where the work becomes much more..... um..... passionate, and requires a lot more..... um...... maturity.

Well, my thoughts are in progress on this one.

The Ills of Illnesses

Wow. It happens every year, of course. The new school year starts and after a few weeks, students start dropping like flies.

The virus takes hold of the campus. Extra sessions abound! Parents are on campus more than their kids, picking up homework that might get done, if the VIRUS will let the student wake-up long enough to tackle it. We in the Fine Arts begin to fret. Group projects fall apart. Partner work becomes irrelavent. Rehearsals become shadows of what they should be.

"Half of our group is away today. What should we do?"
"Do what you can, I guess"
"But we perform tomorrow"
"I know - it sucks."

This is a conversation I have had with many of the students in many of my classes.

Like troopers, the cast members of Little Shop of Horrors attend our rehearsals. One Assistant Stage Manager is relegated to three hours of water-boiling and tea-making. That is, if the Assistant Stage Manager isn't too sick to come to rehearsal. My Stage Manager, dedicated as she is to our cause, comes to our rehearsal against my advise, against her mother's advise, and tries so hard to fulfil her duties.

Thank you Zoe, for your admirable dedication to your job!

For my classes - colds and flus suck. There's no way around that statement.
For my show- I guess all I say is,

"Well, better now that one or two months from now."

Grade 12's and Directing

"Mister Hedivan, when are we going to do something fun in Drama?"

This question met me as I entered my office yesterday, where my Grade 12's were starting to gather for class.

"What exactly were you expecting in Grade 12 Theatre Arts?" was my tempered response. Her question was an honest one, and so was my response. This student has hit a nail that I stuggle with when it comes to Grade 12 Theatre Arts. As part of the IB Theatre Arts Program, students need to understand several things about Directing - Director's Concept, how to analyze a script, the multi-faceted role of the Director, how to visualize a scene, a set, a character, and how to articulate all of these things to another person. As with all theatrical disciplines, the best way for students to learn about this stuff is to do it, right? So I have worked hard to structure my program so that the Grade 12's get a whole term to explore Directing.

The problem?

It gets really quite dry at some points. To the drama student accustomed to fun, games, and action, this unit can be a real drag. I try, oh do I try, to keep it interesting, punctuating the handouts about ANALYSIS with hands-on exploration in the Theatre, but I don't always convince them.

The thing is, one of the qualities I posses as a teacher is PASSION. My students have confirmed this about me, as have my colleagues, and I am proud of it. And believe me, I am PASSIONATE about directing. The cast of my show will tell you quite easily how passionate I am about directing. My Assistant Director and my Stage Manager will tell you about the glint in my eye as I speak about my concepts, my designs, my blocking, anything.

So why did I get that question? I shouldn't let it bother me so much, I suppose. I know that I am getting through to the Grade 12's. They are a wonderful class, and coming up with some great ideas. Even Celia, yes Celia, who is the first one to sigh and admit that she would rather be performing, has presented some really unique ideas for her Director's Concept of Waiting for Godot - and I think she may finally be getting a little bit excited about the Directing unit.

I think.

"All right Lisa," I said, "I suppose there will be some fun when we start rehearsing these scenes, and then in Term Two when YOU get to choose what you are doing in this class. In this class, at the Grade 12 level, the fun is what you make of it."

I guess that's what I think today.

Lovin' the Grade 9's

All right, I've been caught absolutely red-handed. I have not been keeping up my end of the deal as far as posting goes. I have told my students that because I require them to keep journals daily after our classes, that I too will endeavor to keep up daily journal entries. Well, if I were grading myself on this one, I'd be at only a 3 or 4 out of 10. Oops. I admit- it's hard. It takes discipling. I won't make excuses, although I'm sure that I could.

Anyway, let me talk for a minute about my new Grade 9 class. I have come, in only a few short weeks, to really appreciate the class as a whole. So far, there is nothing that they are unwilling to try - practically each and every one of them comes to class with a positive attitude and a willing spirit. What more could a Drama teacher ask for, really? As I watched them rehearse recently for a short movement project, I commented to Zoe, the Gr. 12 Peer Tutor in the class, that they are some of the most focused and dedicated Grade 9's I have encountered. I have done this movement project with several groups of students this age and these students have created some of the best work. (Wow, this is really starting to read like one of my previous posts, isn't it?)

It's made me wonder though, whether or not the tables will turn? I guess the advantage I have is that each of them has chosen my class - and supposedly it's an informed choice, right? They know what they're getting into, and already somewhat psyched up to be doing what we're doing.

But come on. Grade 9's will be Grade 9's, right? Soon, they'll get chatty, and cliqy, and snobby, and obnoxious, and all manner of 14 years old, won't they? We'll see. Maybe my luck will run out. I hope not. I really like them just as they are.