CHELSEA B. ANDERSON

By the very nature of their subject, theatre courses make for an unconventional classroom. Each area of theatre education from lighting design to history to musical theatre requires a much more practical approach than many other areas of study. With this in mind, I find that my teaching style facilitates experience of the subject rather than presentation of the material.

 

Students who can actively participate in learning tend to have higher retention of information, more enjoyment in their work, and more satisfaction with their education overall. I work to involve students in their learning by guiding them through lessons and experiences rather than dictating the supposed right or wrong of an idea. Generally, I lay a foundation by describing a concept and asking the students to explain to me why it is useful and important. Following this, the students engage in multiple activities and exercises to walk through the concept in action. As the class progresses, students are more comfortable forming opinions and analyzing observations because they have been given permission to think critically from the first day. The work is not about appeasing me as the instructor or getting it “right;” the work is about discovering the story. Without the story, there is no point. 

 

The story is at the core of my teaching. Education should not be simply for the sake of knowing; education should be for the sake of doing, progressing, challenging, engaging, and understanding. By telling the story, theatre students are not simply regurgitating memorized facts that they now know and will soon forget. Students are actively working to persuade, move, empower, and connect with the world around them. In a culture of distancing, detaching, and disregarding, I think it is essential to find a way to feel, to engage, and to question the status quo.

 

Students who engage in thinking for themselves, discovering meaning in the details, and analyzing the “why” of anything are systematically training their minds to think outside of the proverbial box. Inside and outside of the classroom, I encourage students to dig in and mine what is available, not simply settle for superficial findings. Many students have told me how much they enjoy finding more meaning in their work. Suddenly it doesn’t seem like an exercise in futility; it actually has a tangible result students can experience. And, through that experience comes greater understanding, appreciation, and respect for the material and the art form.

 

Ultimately, I want students to feel empowered. I want students to be proud of what they are capable of doing. I want students to enjoy their work and find a practical use for an impractical thing: art. 

-Chelsea Anderson