Marks, Amanda

Senior Project Research Paper

Many schools main focus is on the importance of students learning math and science,

and how it can benefit their future. However, there are other crucial skills children must grasp

that can be accessed through theatre and performing arts. The purpose of this research was to

find the effect theatre has on developing executive functioning skills and improving academic

scores. There are several social skills adolescents obtain from the performing arts. This research

also addresses the large role theatre has in helping students strengthen their self-esteem and

confidence.

It is very important for children to learn executive functioning skills while also doing

well with academics, and theatre can be a large contributor to helping that. Over time, it becomes

more and more clear that students involved in arts are developing positively, academically

(Edward Friske, Champions of Change: The Impact of the Arts on Learning). Growing up, it is

extremely important for students to gain skills necessary to succeed in school, work, or life in

general. Theatre has the potential to let adolescents develop these skills. Skills such as creativity,

focus, confidence, problem solving, perseverance, non-verbal communication, receiving

constructive feedback, collaboration, dedication, and accountability. Each one is crucial for

students to have these skills for everyday life as well as in school. Problem solving especially, is

an important executive function taught by theatre that is essential in school (Valerie Strauss, Top

10 skills children learn from the arts). During adolescence, it is very helpful to have basic

organizational skills in order meet the higher expectations of high school. These new

expectations rely strongly on all aspects of executive function. Music helps work selective

attention, cognitive flexibility, memory, and inhibition, as a challenge. A theatre performance is a

whole community effort and requires all involved to remember their jobs, timing, and work

together. Actors also improve on their memory with learning lines and actions of a character

(Harvard University, Enhancing and Practicing Executive Function Skills with Children from

Infancy to Adolescence). The arts has also been found to benefit adolescents in many other

ways as well. Kids who are involved in arts are 20% less likely to get suspended from school

than kids who arent. They are also usually much more optimistic about college and less likely to

do drugs or drink alcohol (Kenneth Elpus, Arts Education and Positive Youth Development:

Cognitive, Behavioral, and Social Outcomes of Adolescents who Study the Arts).

This researcher found that theatre has a strong influence and positive impact on students

self-esteem and confidence. In one schools survey, it was found that the overwhelming favorite

activities were in the arts, and these classes were associated with greater self-esteem and self

acceptance. Kids that gained the most skills in a particular activity also found that activity the

most enjoyable. These were the classes that they reported having the most increase in their

comfort level with both the activities and with themselves. There was an obvious association

between greater self-acceptance and feeling more comfortable when being in certain situations or

classes. The students gained more confidence in making eye contact or working with people who

are not already their friends (Gelya Frank, et al., The New Stories/New Cultures After-School

Enrichment Program: A Direct Cultural Intervention). Another school started a program to teach

students to care about other students, even though they were different, through theatre. Students

must learn to care about themselves before they can care about others. The school saw it as a

success once kids started creating relationships and building confidence (Colette L. Rabin, The

Theatre Arts and Care Ethics). A different study explained that the sample adolescents

demonstrated their emotional knowledge, and through theatre, students were able to develop
ways to understand and control their emotions. They did this by using the emotional culture of

the setting. When they were angry, it was quickly defused, and all of their positive emotions were

encouraged and were able to flourish. They felt safe and comfortable to experience emotional

learning. Their teachers showed respect and care to others, as well as themselves to lead by

example. The students adopted these habits from them and the program. Students learn in theatre,

through observation, about emotional management and confidence with the tools provided in the

program (Larson, R., & Brown, J, Emotional development in adolescence: What can be learned

from a high school theater program?).

It is critical that everyone learn social skills as a child, and theatre is a great way to help

students cultivate them. Theatre arts has been found to improve not only reading, but also

achievement of higher levels of empathy and tolerance for others. Theatre is, as Dorothy

Heathcote explains, a dramatic opportunity to put oneself into the shoes of another. Actors taking

on a new character have to learn about and become that person. They have to learn how their

character is viewed by others. The arts are filled with chances to interact with all social,

economic, and racial groups. These interactions are important to creating social skills (Edward

Friske, Champions of Change: The Impact of the Arts on Learning). Students learn, through

theatre and dance education, to breakdown the types of body language to hone non-verbal

communication. They are also improving their collaboration work ethic, by gaining confidence

and learning to contribute even if their role is not a lead (Valerie Strauss, Top 10 skills children

learn from the arts). It was also found that arts did in fact, have an effect on student values,

tolerance, and empathy. All very important for socialization. The exposure to the arts increases

the need to be cultural consumers in the future. Their understanding of different people and

ideas, from being involved in the arts, helps them appreciate and accept others differences. Not
only should students be educated in math, they should also be taught in performing arts. They

become astute observers and many other benefits (World Education System, Arts Education

Matters: We Know, We Measured It).

The research has shown that theatre has multiple positive effects on adolescents with

executive functions, self-esteem and confidence, and social skills. The conclusion can be drawn

that it is important to not only teach the basic academics, but also the arts, which help students in

many areas.

Senior Project Reflection

My senior project, putting together a musical theatre cabaret show, called Dream Roles,

with high school performers, was extremely successful. The show featured songs from each of

the cast members dream roles from Broadway musicals. The talented students of the cast,

participated in the audition and callback process, as well as regularly scheduled rehearsals and a
complete week of technical rehearsals. The project gave cast members the opportunity to

perform in the types of roles that are not traditionally available to them. The roles that performers

might want to play, might not fit their body type, race, gender, etc. An example of this, is one

male cast members, sang a girl sopranos song. This show gave these kids a chance to perform

something in front of an audience that they wont necessarily be able to do in a professional

setting. An added plus was how much the audience enjoyed it. Every song and introduction got a

loud applause and there were many laughs. Overall, it was a valuable learning opportunity to

experience what its really like, to write a script, cast a show, encounter major obstacles and find

ways to manage them, work collaboratively with a partner, learn to delegate and follow up, and

how to both direct and produce a cabaret style show.

There were several problems encountered in the process, however. The first was the lack

of motivation, preparation and follow through of cast members. Most high schoolers have many

things going on in their lives at once, especially performing arts students, so its very difficult to

get them to focus on someone elses senior project, and to make it to rehearsals. A small handful

of the cast members dropped out over the year because of conflicts or personal reasons. I had to

find replacements or fill in the time with a different act. I also had to find a venue for my senior

project, because due to certain time limit restrictions, I was unable to schedule the performane at

Santa Susana. I also asked a few middle schools but they eventually said no. We finally decided

on the Boy and Girls Club in Simi Valley, but there was very little audio equipment so I had to

find that on my own. Also, at each of the rehearsals at the Boys and Girls Club, we needed

parental supervision that had to be scheduled every night. The last obstacle was the trouble the

with advertising. I had to get someone to design the poster, get them printed, and then get the

word out and make announcements, etc. It was very difficult to advertise when it didnt have to
do with a school program. But in the end I overcame all of these difficulties and I was able to put

on a great show.

I am extremely happy with how my project turned out. Im proud of our ability to be

flexible and collaborate to problem solve and come up with creative solutions. It took a lot of

time and effort to schedule as well as come up with solutions anytime something went wrong,

but in the end I learned a lot about producing a show. My original senior project idea was to

write a musical and produce it, however, due to multiple complications, it had to be changed to a

Cabaret show with a theme, but without a plot. Although sad that the original script was not used

in the final show, I am honored to have been able to provide the opportunity to perform with my

fellow cast-mates in roles we otherwise would never get to perform. It was a huge boost to the

self-esteem of everyone involved. Looking back, I might have used some of the tools in my

recent research to help motivate the cast members to be more prepared. This research may have

helped with developing their executive functions, and while also investing in the final outcome

of the project. I also might have used some of the tools in the research to encourage team

building, as well as cohesiveness and collaboration at an earlier stage in the project. I thought my

research was very useful in reflecting on my extremely successful senior project.

Annotated Bibliography

(1) Catterall, James, Richard Chapleau, and John Iwanaga. "Involvement in the arts and human

development: General involvement and intensive involvement in music and theater arts."

Champions of change: The impact of the arts on learning (1999): 1-18. (2) The main purpose is

to state the findings of a several year research project, where students development was

collected and analyzed, seeing if performing arts made a difference or not, and it did. (3) The
study and article describe that there were three different things the researchers were watching:

involvement in arts and education, music and mathematic achievement, and theatre arts and

development. Each area helped improve adolescents abilities in one way or another. (4) The

possible audience for the work is officials or politicians who have the power to help better the

school systems and more arts opportunities. (5) The information is extremely relevant because

my project is about theatre affecting students and this gives all of the positive effects it can share.

(6) There is a graph and some charts but other than that there arent really important. (7) The

only bias was that the writer truly thinks that there should be more arts education to help with

students academics.

(1) Fiske, Edward B. "Champions of change: The impact of the arts on learning." (1999). (2) The

purpose of the work is to explain how theatre gives unparalleled opportunities for students and

that the arts should be more widely recognized and supported. (3) The article contains examples

of students who were exposed to outside theatre and the positive results that followed. It shows

how it can give younger kids a sense of accomplishment and well being. (4) The possible

audience for the work is probably people who research this and have influence over the school

systems. The article seemed very persuasive in trying to add more performing arts opportunities

for students. (5) The information is very relevant to my senior project - it is very close to my

topic. (6) The only special features is being able to download the whole article and links to other

parts of the website. (7) The article is bias because the author obviously believes that more kids

should be involved in theatre.

(1) Frank, Gelya, et al. "The new stories/new cultures after-school enrichment program: A direct

cultural intervention." American Journal of Occupational Therapy 55.5 (2001): 501-508. (2) The
purpose of this article was to show that kids even in low-income neighborhoods are excited to be

a part of and benefit in the arts. (3) This program involved kids in film making and they really

enjoyed and and it also helped them build a brand new set of skills. They were involved in team

building activities as well as stretching and using the skill of creativity every day. It also helped

them with increased self-esteem, as well as the tools to help them developing in this ever

advancing world. (4) The possible audience for this is parents who are in low income students

with students who are struggling or teachers of those schools. It shows them that these

opportunities can really help the children even if they dont have the highest quality items. (5)

The article is mostly relevant because it focuses on the fact that performing arts can help develop

students skills but its main direction is film and media in low-income neighborhoods. (6) The

website has a few special features such as links to related articles and other topics, and also the

rest of the website which has many topics and an advanced search. (7) This article is not really

bais because it just states how the media project helped many kids in the low-income

neighborhoods, but they were not trying to pitch anything.

(1) Greene, Jay P., et al. "Arts education matters: We know, we measure it." Education week 34

(2014): 13-24. (2) The purpose of the article was to state how the arts can help and affect

students ways of thinking. (3) The article describes the idea that the arts could have a great

affect on a students mind, but there havent been many studies about it yet. So they did a study

and found that it, indeed, can help students abilities and critical thinking. (4) The possible

audience of the article would probably be parents and teachers to convince them to add the arts

to their childrens education. (5) The information is very relevant to my research questions

because one thing Im looking for is the effect of theatre on students and if it can have a positive

development on them. (6) It doesnt really have any special features except for the fact that it
highlights important quotes and important information. (7) There is a slight bias because the

scientists were looking for the positive effects rather than all of the effects.

(1) Strauss, Valerie. "Top 10 skills children learn from the arts." Washington Post. Retrieved from

http://washingtonpost. com/blogs/answer-sheet/wp (2013). (2) The main purpose of the work

was to describe the benefits of arts education for students and skills they can learn from them. (3)

The content explained that there are ten basic skills students develop from being in the

performing arts: creativity, confidence, problem solving, perseverance, focus, nonverbal

communication, receiving constructive criticism, collaboration, dedication, and accountability.

Although learning math and science is important, its also good for students to learn skills that

will help them in these subjects, as well as in everyday life. (4) The possible audiences for the

article would be people who only really support students learning math and science. (5) The

information is extremely relevant to my senior project. (6) There are no special features other

than the article. (7) There is little to no bias because it is just stating facts about skills students

learn from the arts.