Theatre teachers in New York City have implemented action research and unit plans that support the Connected Arts Network goal of serving every student by incorporating equity, diversity, and inclusion and social-emotional learning practices in their standards-based arts instruction.
Explore this work below.
NYC Theatre teachers reflect on their work in NYC PS CAN including challenges and advice when building equity in their theatre classrooms.
Action research is an iterative process that responds to discoveries made along the way. Rather than a straight line, the process is a series of loops that start and end with reflection. Like students working in a formative assessment process, teachers implemented action research in their classrooms, documented, reflected upon, shared the results, planned improvements, and made revisions.
Bryn Thorsson.pdfMy Wondering: How can a collaborative play-making project create a safe space for shy(er) students to increase their participation and confidence in theatre-making?
Kemba Lodescar.pdfMy Wondering: How can monologues be used as a tool to help promote student voice, build self confidence, and see different perspectives while cultivating empathy?
These unit plans were developed by NYC PS CAN Theatre teachers to support the goal of serving every student by incorporating equity, diversity, and inclusion and social-emotional learning practices in their standards-based arts instruction.
Alessandra Cowan-Krause and Naomi Avadanei Intro to Theatrical Storytelling.pdfIn this theater unit all the artwork/ repertoire examples we have chosen have an element of art for social change. Students will reflect an act of resistance to social injustice that they have observed and/or experienced. Includes rubrics and checklist tools.
Tina Barone & Domenick Danza - Exploring Belonging Through Shakespeare.pdfIn this unit students explore the ED&I/SEL competency of BELONGING by exploring the world of William Shakespeare and by looking at how Shakespeare's works have been adapted in modern times by various artists of color/ethnicity so his work is still relevant, poignant and its universal themes are still used to unite artists and audiences alike. Includes rubrics and other teacher supports.
Hagan Blades - Student Directors.pdfThis middle school theater unit is based on the wondering if I give my students the role/task of “Director,” would it help to improve their feedback to make it more meaningful and specific? Would it also improve their investment, perspective, agency and sense of belonging in the process? Includes students examples and teacher resources like note catchers and rubrics.
Erin Woodward - Scenes of Futures Present Navigating Identities.pdfIn this unit students explore personal, social, and desired identities by creating original and introspective dramatic monologues & and dialogues. Includes teachers tools and student examples.
Naomi Avadanei-The Lonely Dragon Process Drama - First Grade.docx - .pdfThrough this theater unit, early elementary students make connections to themselves through imaginary characters and gain the skills needed to later apply these same SEL skills to their own lives by exploring the questions: How do hearsay and assumptions impact our perception of others? Why is it important to make decisions and come to conclusions for yourself (rather than allow others to make them for you?) through process drama. Includes process drama script.
Bryn Thornsson - Devising Theatre inspired by The Barber Shop Chronicles by Inua Ellams and Fat Ham by James Ijames.pdfIn this high school theater unit students will devise, rehearse, and perform their own original scenes based in a community or a relationship that has formed around a ritual of self-care, beauty, or maintaining our appearance. Inspired by The Barber Shop Chronicles by Inua Ellams and Fat Ham by James Ijames.
Includes student example script and rubrics.
"I have seen great strides in my student’s ability to think critically and make choices while rehearsing for performance. They have also gained a greater sense of empathy and have become more tolerant of each other’s differences."
-Elementary Theater Teacher
