If it is not already apparent, I am 100


percent biased toward the benefits of the- atre education for people of all ages and cultures. As a community, Columbus appears


to be invested in the arts. The theatre arts programs in our community for children are abundant, affordable and vital to cul- tivating talent. And never overlook the fact that in the summer the theatre is the best place in town to stay cool! Theatre education helps build skills like:


team building, time management, problem solving, self awareness, confidence, listen- ing, following direction, authenticity and communication. Debbie Anderson, the director of Thompson-Pound Art Program (TAP), uses theatre games like improvisa- tion “because it helps children learn that there is more than one right answer and improves their problem-solving skills.” Theater games can also be used to


teach about diversity and different points of view and give kids a platform to explore what that means to them. Other theatre games can support emergent literacy, by expanding upon what is written in a book through active imagination games. Theatre driven intervention programs


for at-risk youth are emerging across the country because of the dynamic, expe- riential nature of creative drama and its


ability to generate discussion that can help kids clarify their values in a group format. One great example, Urban Improv is an interactive program for young people that uses improvisational theater workshops to teach violence prevention, conflict resolu- tion and decision-making. The program’s innovative curriculum helps students deal creatively with major issues in their lives. It is truly a “for life” program. You can learn more at www.urbanimprov.org. Theatre originated as a medium to


connect and communicate to the masses. The skills introduced through theatre arts are flexible and transferrable to everyday life. Patricia Pinciotti wrote in her article “Creative Drama and Young Children: The dramatic learning connection,” “Through creative drama experiences,


children develop a set of behaviors that offer the player a range of actions, solu- tions and possibilities in dealing with life. Building on the child’s self-knowledge, cre- ative drama activities develop participants’ abilities to have control over their bodies in selecting actions that crystallize meaning and carry the affective image to the other players. The young participants develop basic skills and knowledge in the use of props, movement, pantomime, sound, speech, character and story making.” I was reminded today at my


5-year-old’s Springer showcase that the- atre education is about process not prod- uct. So many parents miss the point when all they see is the show. Theatre is about working as a team, making bold choices, listening to others, taking direction, being the leader and sharing oneself. This year is the fifth summer my son


has participated in the Springer Acad- emy. He is quiet, cerebral, cautious and hesitant (I’m being kind.) to share his ideas and feelings. Every summer he asks to go back. On the first day of Springer Academy this year, I thought I had made a mistake and was preparing myself


to


speak with Ron Anderson, the director, and explain that I was sorry, but I don’t want to force my son to perform if he is not comfortable. I never had to make that call, because to my joyful surprise, this was the year that trepidation and insecu- rity turned a corner. Given the opportunity, children can


and do find their authenticity and the courage to share it with others. Theatre programs offer kids lessons for life that transcend play and catapult them into more creative, adaptable and authentic people.


6 Valley Parent | AUGUST 2012


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