The Importance of Creating Original Work with Theatre Students

I am convinced that the most important work done in any theatre program is for students to develop and present original material. I have championed this kind of work for my entire educational career.  For a teacher, it is a high wire act balancing the impulse to jump in, rescue, direct, and edit with the free-fall of surrender allowing students the freedom to fail and succeed on their own.
It is not for the faint of heart.

While the process for creating theme-based original work can take on a variety of forms, I have found certain aspects of the IB Theatre Collaborative Project to be highly effective. I have adopted a number of its approaches and combined them with my own Theatre on Purpose method.

 The process begins the theatre class assessing their individual interests, theatrical skills, and passions. Determining the make-up of ensembles is a  critical first step. Recognizing that a production team should be comprised of people with complimentary interests and diverse skill-sets is an important lesson not only for theatre but for any collaboration.  Once the class is divided into ensembles, the group draws up a list of rules for collaboration. Mutually agreed upon, these rules are similar to a contract to which  all are held. This process encourages communication and a philosophical work ethic.

The ensembles explore potential topics for their original piece. This is an exciting yet murky time in the process as each student introduces ideas and starting points for the work based on their personal context. The exploration of the starting point is guided by various processes. The more versed the students are in the elements of theatrical story-telling, the greater their ability to attempt new and different approaches. The degree to which students have been exposed to various styles of dramatic literature, genre, and narrative structure impact this stage of the process. Directorial practices,  combined with some knowledge of rehearsal processes and ensemble work contribute to the final outcome.

Along the way,  students struggle with clarity. Conceptual ideas must be transformed into practical performance using whatever means available. Their days are filled with moments of discovery and discouragement.

Through the process, students learn about themselves. They learn the importance of team work. They begin to understand  their own personality. The come face to face with their own ego. They learn to listen to others and to focus on a common goal. They strive to articulate a vision and intention for their work.  Most often, students create pieces of theatre that are sophisticated, compelling, hard-hitting, and relevant.

Inevitably, the final performances, no longer than fifteen minutes in length, make for a powerful theatrical experience. At the conclusion of each piece, with courage, vulnerability, and conviction, students stand before their audience soliciting feedback,  facilitating discussion and justifying their artistic choices.

As a theatre educator, it doesn't get any better than this. You cannot teach this in a book or lecture on this in a class.  In the post -performance discussion, you witness the birth of the next generation of theatre makers. Through the subjects students choose to tackle, you get a glimpse into what matters to them.  Most importantly, you empowered students to creatively express themselves through theatre.

This is Theatre on Purpose at its best.