Meagan Wright

This paper made me think about the teaching approach I will have to take for my teaching to be considered "theatre-literacy" friendly. In the vignettes it seemed like each teacher demonstrated this by having a more "untraditional" teaching approach. Instead of giving a 60 minute lecture at the front of the classroom, while students take extensive notes in preparation for a 2 hour written test, there was a reciprocated interaction between the teacher and the student. In fact, the teacher provided a number of opportunities for the students to engage in the material at different levels in different ways.
Further, I thought about my 276 class. One of the major things I learned from that class was the need to not just have depth, but also breadth in my teaching. I think Mrs. Graham illustrated this very well. She did not just give her students an exhaustive lesson on dramaturgy through lecture, but she incorporated a variety of different ways to approach the exploration process.
Finally, I could not help but think how wonderful theatre techniques would be to teach all subject areas. My understanding of what “theatre literacy” is essentially that: the implementation of using theatre components to identify and explore text s– kind of like a teaching artist.