Powerful Teacher Learning What the Theatre Arts Teach About Collaboration
Humans are social creatures and being a fellow member of a group is a good description of the human being feel. And because working with others is an essential skill to learn, collaboration has been identified as a 21st-century workplace power equally well as a component of the Common Cadre State Standards. Given that the performing arts are primarily group experiences, the arts become a prime tool for building skills in collaboration.
"Collaborators aren't born, they're made. Or, to be more precise, congenital, a day at a time, through exercise, through attending, through subject area, through passion and commitment—and most of all, through habit."
—Twyla Tharp,The Collaborative Habit
What is Collaboration?
In collaborative learning, students piece of work together to attain a shared goal. In this regard, information technology is similar to cooperative learning. Educator Olga Kozar highlights an of import difference between collaboration and cooperation, which is the process. In cooperative learning, students work independently on their ain tasks that contribute to the last product. Merely in collaborative learning, students' work is intertwined throughout the process, resulting in a production that many hands have made.
Cartoon on the work of Roger Johnson and David Johnson, two educators (and brothers) from the University of Minnesota, hither are six tips to start creating successful collaborations.
Getting started. Starting time, successful collaboration involves learning several cardinal skills; so exist prepared for students to neet time and instruction to learn how to collaborate. Plan for time to teach these skills in addition to the arts content. Next, create a structure within which students will work. Plant procedures and expectations for collaborative work. In the arts, the rehearsal setting creates a framework for students to work collaboratively. Its construction, rules, roles, and etiquette can aid create clarity about outcomes and expectations. And if your students are new to collaboration, outset simply and have them begin working with a partner. When they accomplish that, move them on to small groups.
Nosotros are all in this together. When collaborating, students are interdependent; they depend on each other to succeed. Every student in a collaborative group needs an understanding of their group's goal and how they contribute to it. When learning collaboratively, students will benefit from time spent planning and identifying roles or jobs, such as set designer, performer, conductor, or composer. Seeing the connections between jobs helps build reliance on each other.
Lend a helping paw. Information technology'south no wonder that music, trip the light fantastic toe, and theater all use the word "ensemble" to refer to a group working together. Students must acquire that they need to help each other to meet the ensemble's goals and that contest within a collaborative group doesn't piece of work. Students working collaboratively often stop up teaching others something they take mastered. Helping someone else acquire a choreographed sequence or the blocking for a scene reinforces one'south own knowledge and skills.
Exercise your role. When collaborating, students take responsibility for, and are personally accountable to, the ensemble. And no dubiety, members of an ensemble all have responsibility for the group's success. Every member has something unique to accomplish. In improver, each member is obliged to get the piece of work done. This is seen most clearly in performance—which is the ultimate accountability for an ensemble.
Play well with others. Constructive collaborators are respectful and listen to each other. They may not ever concur, but they recognize that listening is the first pace to working out a difference. Working with students on their listening skills helps engage them artistically with other students. For example, student actors come to realize that acting is equally much (and maybe more) about listening as it is well-nigh speaking. Musicians are besides actively listening to each other every bit they play together. Becoming active listeners also sharpens students in their part as audience members and viewers of fine art. When students reflect on and assess their collaborative work, respect for and listening to others are important criteria.
Think it over. With their collaborators, students tin can reflect on the successes and challenges their ensemble encountered, also as changes they wish to make in the future. Collaboration inherently involves feedback and reflection, and so prep students with the skills to give, receive, and use peer feedback. Working collaboratively means that office of the learning process is to create a condom space for mistakes and even failure.
Collaboration is a foundational element of the performing arts. "People in a practiced collaboration reach more than the grouping'south almost talented members can achieve on their own," wrote choreographer Twyla Tharp. Collaboration is a powerful instructional tool to help students think across themselves and learn in deep and meaningful ways.
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Writer
Patti Saraniero
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Editor
Lisa Resnick
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Producer
Joanna McKee
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Updated
October viii, 2019
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Sources
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The Science of Shadow Puppets
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In this ix-12 lesson, students will analyze the setting, plot, and character development of Tennessee Williams'due south play, A Streetcar Named Desire. They will discuss Williams's arts and crafts as a playwright and his impact on American theater. Students will participate in a grouping reading and assay of the play.
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Kennedy Center Education Digital Learning
Eric Friedman
Managing director, Digital Learning
Kenny Neal
Manager, Digital Education Resources
Tiffany A. Bryant
Assistant Manager, Audience Enrichment
Joanna McKee
Program Coordinator, Digital Learning
JoDee Scissors
Content Specialist, Digital Learning
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Generous support for educational programs at the Kennedy Center is provided by the U.S. Department of Education.
Gifts and grants to educational programs at the Kennedy Eye are provided by A. James & Alice B. Clark Foundation; Annenberg Foundation; the Andrew W. Mellon Foundation; Depository financial institution of America; Bender Foundation, Inc.; Carter and Melissa Cafritz Trust; Carnegie Corporation of New York; DC Committee on the Arts and Humanities; Estée Lauder; Exelon; Flocabulary; Harman Family Foundation; The Hearst Foundations; the Herb Alpert Foundation; the Howard and Geraldine Polinger Family unit Foundation; William R. Kenan, Jr. Charitable Trust; the Kimsey Endowment; The King-White Family Foundation and Dr. J. Douglas White; Laird Norton Family Foundation; Piddling Kids Rock; Lois and Richard England Family Foundation; Dr. Gary Mather and Ms. Christina Co Mather; Dr. Gerald and Paula McNichols Foundation; The Morningstar Foundation; The Morris and Gwendolyn Cafritz Foundation;
Music Theatre International; Myra and Leura Younker Endowment Fund; the National Endowment for the Arts; Newman'south Own Foundation; Nordstrom; Park Foundation, Inc.; Paul M. Angell Family Foundation; The Irene Pollin Audience Development and Customs Appointment Initiatives; Prince Charitable Trusts; Soundtrap; The Harold and Mimi Steinberg Charitable Trust; Rosemary Kennedy Education Fund; The Embassy of the United Arab Emirates; UnitedHealth Grouping; The Victory Foundation; The Volgenau Foundation; Volkswagen Grouping of America; Dennis & Phyllis Washington; and Wells Fargo. Additional support is provided past the National Commission for the Performing Arts.
The content of these programs may have been developed nether a grant from the U.Due south. Department of Education but does not necessarily correspond the policy of the U.S. Department of Education. You should not assume endorsement by the federal government.
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Source: https://www.kennedy-center.org/education/resources-for-educators/classroom-resources/articles-and-how-tos/articles/educators/skills--assessment/working-together-teaching-collaboration-in-the-arts/
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