Erikson/Marcia TIPR Content: Theatre
I decided what I want to be when I grow up at age 40. I have always loved theatre and even got my degree in it but after that I wasn't sure what I wanted to do with that degree. I found myself in love and starting a family and that degree in theatre faded into the background. Fast forward 15 years and three kids later and suddenly I see the impact theatre classes can have on kids transitioning from Erikson's Industry stage into Identity. This really became clear to me when my own son, diagnosed with ADHD and high functioning Autism, found joy and self esteem as he started his theatre classes in 6th grade. I was shocked at the positive impact this class had on him. Now he is in 8th grade and I am able to observe his class and it is clear how much these students benefit from this type of class as they struggle to move from childhood Industry stage into puberty and adolescent Identity stage.
My son's theatre class is a Level 2 intermediate theatre class which has 7th and 8th grade students. I see evidence of these students transitioning from Industry stage to Identity or just beginning to deal with Identity. What a difficult time! This class, however, it the best place for them to reconcile this transition. The class naturally compliments Industry stage by encouraging exploration in making acting choices, creating personal drama scenes, and being able to show their work to others. Additionally, the class supports students who have moved into Identity stage by allowing students to make personal acting and scene choices, providing guidance and feedback to improve choices they have made, and asking students to utilize abstract thinking by having them make choices about the meaning of scenes and the thought process of the characters.
Although I think some students are in Maria's Identity Moratorium stage, I would say the majority are still dealing with Identity Foreclosure. At this point must students in the class glean value in having a class they enjoy and trying new skills. They enjoy the attention of performing and the positive environment of the class. But most are just experimenting with roles and goals for the future. I think this is partly due to the fact they have not yet completely entered Identity stage yet. They need more time for self discovery before they can fully take the steps toward Identity Moratorium.
The beauty of having a theatre teacher who teaches with a growth mindset and understands motivation, differentiation, and student development means a well rounded classroom that students thrive in. On the whole, the teacher in this class does a great job helping the students navigate the transition from Industry stage to Identity. The most overarching way she does this is that she has created a classroom environment that is safe. She calls the class "team" when addressing them. This is in reference to a poster she has on her wall that says "TEAM: Treat others how you want to be treated, Explore your creativity, Assist and built others, Make strong choices”. She encourages and praises personal choices, creativity, and taking risks in their acting. The teacher is also transparent about her own time in Identity stage. She is quick to share stories about when she had a success or failure in the context of what they are learning. I think this solidifies her place in the student's minds as a trusted adult, while at the same time implying that they things they work on in her class can have a life long effect.
I think the teacher could even further assist in the transition from Industry to Identity stage, as well as helping students navigate the crisis they are undergoing in those stages by stretching their zone of proximal development. She is very positive and quick to praise, but I think the praise would be more meaningful if she added a way the students could try for more. She tends to leave suggestions from improvement up to the class during formative assessments. If she could frame suggestions for improvement in a positive light I believe she would help the students recognize what they can do to overcome their current crisis.
My son's theatre class is a Level 2 intermediate theatre class which has 7th and 8th grade students. I see evidence of these students transitioning from Industry stage to Identity or just beginning to deal with Identity. What a difficult time! This class, however, it the best place for them to reconcile this transition. The class naturally compliments Industry stage by encouraging exploration in making acting choices, creating personal drama scenes, and being able to show their work to others. Additionally, the class supports students who have moved into Identity stage by allowing students to make personal acting and scene choices, providing guidance and feedback to improve choices they have made, and asking students to utilize abstract thinking by having them make choices about the meaning of scenes and the thought process of the characters.
Although I think some students are in Maria's Identity Moratorium stage, I would say the majority are still dealing with Identity Foreclosure. At this point must students in the class glean value in having a class they enjoy and trying new skills. They enjoy the attention of performing and the positive environment of the class. But most are just experimenting with roles and goals for the future. I think this is partly due to the fact they have not yet completely entered Identity stage yet. They need more time for self discovery before they can fully take the steps toward Identity Moratorium.
The beauty of having a theatre teacher who teaches with a growth mindset and understands motivation, differentiation, and student development means a well rounded classroom that students thrive in. On the whole, the teacher in this class does a great job helping the students navigate the transition from Industry stage to Identity. The most overarching way she does this is that she has created a classroom environment that is safe. She calls the class "team" when addressing them. This is in reference to a poster she has on her wall that says "TEAM: Treat others how you want to be treated, Explore your creativity, Assist and built others, Make strong choices”. She encourages and praises personal choices, creativity, and taking risks in their acting. The teacher is also transparent about her own time in Identity stage. She is quick to share stories about when she had a success or failure in the context of what they are learning. I think this solidifies her place in the student's minds as a trusted adult, while at the same time implying that they things they work on in her class can have a life long effect.
I think the teacher could even further assist in the transition from Industry to Identity stage, as well as helping students navigate the crisis they are undergoing in those stages by stretching their zone of proximal development. She is very positive and quick to praise, but I think the praise would be more meaningful if she added a way the students could try for more. She tends to leave suggestions from improvement up to the class during formative assessments. If she could frame suggestions for improvement in a positive light I believe she would help the students recognize what they can do to overcome their current crisis.
Comments
Post a Comment