CALIFORNIA STATE UNIVERSITY, NORTHRIDGE LOOKING BEYOND MUSICAL THEATRE: AN EXPLORATION OF DOCUMENTARY THEATRE AS AN ALTERNATIVE THEATRE EDUCATION METHOD A graduate project submitted in partial fulfillment of the requirements For a degree of Master of Arts in Theatre By Corey Anne Volovar Wexler May 2018 The graduate project of Corey Anne Volovar Wexler is approved: _____________________________________________ ____________ Dr. J’aime Morrison Date _____________________________________________ ____________ Dr. Leigh Kennicott Date _____________________________________________ ____________ Dr. Ah-Jeong Kim, Chair Date California State University, Northridge ii Dedication This graduate project is dedicated to my past, present, and future students: may you strive to find passion and love for theatre throughout your lives. May theatre be a vehicle of positive change for you and your audience. Also to my children, Hartley June Johnston Wexler and Harrison Kirk Volovar Wexler “Life will certainly throw obstacles in your path. Finding your way around them is the best part. Never give up!” iii Acknowledgements Many people helped me survive the execution of this graduate project and I love and appreciate them beyond words. Thank you to my committee, Dr. Kim, Dr. Morrison, and Dr. Kennicott for your time and dedication to my education and this project. Sharon Brooks Sarah Henderson Jenn Fontaine and Vivienne Hanci Bonnie Volovar for your encouragement and help. Thank you to Lynn and Rick Wexler for being an inspiration and for buying my books. Huge thank you to Bruce Wexler for being by my side throughout this work, you never stopped believing that I could accomplish this. iv Table of Contents Signature page ii Dedication iii Acknowledgments iv Abstract vii Introduction 1 Alternative Theatre Programs 6 Methodology 10 Chapter 1. Documentary Theatre 16 History 17 The Tectonic Theatre Project 22 Emily Mann 23 Anna Deavere Smith 25 Chapter 2. 2015 The Origins Project at The Prescott School 27 Interview questions 35 Explanation of Script Development 37 Chapter 3. Completed Play: The Origins Project 42 Chapter 4. 2017 Who We Are at The Prescott School 53 Chapter 5. Collection of Monologues: Who We Are 56 Conclusion 62 Curriculum 69 Introduction to Curriculum 70 Works Cited 72 v Appendix A: Syllabus for 2014 Drama Elective 76 Appendix B: 2017 Reflective Survey Questions 78 Appendix C: Goals of Curriculum 79 Appendix D: Day to Day Lesson Plan 82 vi Abstract LOOKING BEYOND MUSICAL THEATRE: AN EXPLORATION OF DOCUMENTARY THEATRE AS AN ALTERNATIVE THEATRE EDUCATION METHOD By Corey Anne Volovar Wexler Master of Arts in Theatre This graduate project uses documentary theatre to encourage middle school students to look beyond conventional theatre methods (specifically musical theatre) and towards less common theatre approaches to encourage a deeper understanding of theatre and the greater world. This is accomplished in two ways: first, by working with two groups of middle school students from The Prescott School in Beverly Hills, California to create an original piece of documentary theatre utilizing the methods of the Tectonic Theatre Project. Second by creating a curriculum based on the process used to create the above-mentioned piece of documentary theatre at the Prescott School. This curriculum is available for use by theatre educators looking for new ways to expose their students to alternative approaches to theatre. This curriculum adheres to the Visual and Performing Arts Content Standards for California Public Schools. Accompanying this curriculum is a specific day-by-day lesson plan to aid in the implementation of the curriculum. The purpose of these two exercises is to show the potential of theatre as a teaching tool, to show that many theatre styles are useful, have the potential to enhance one’s educational experience, and inspire a social awareness and change. vii Introduction Examining the aesthetics of the complementary fields of educational drama and theatre is like looking through a kaleidoscope. If you turn it one-way, you see one colorful pattern; if you turn it the other way, you see yet another. The multiplicity of approaches to drama and theatre education, each with its own aesthetic pattern, often obscures the common ground they all share. As a result, in its unique emphasis on art, pedagogy, and society, each may have its own aesthetic pattern; yet only by looking closely at each distinct pattern can we understand more of the power of drama and theatre to develop human consciousness. (Martin-Smith 3) I was hired in 2013 by The Prescott School, a middle school, to direct their annual musical. The Prescott School’s middle school musical theatre program began in the Fall of 2008. In the years that have followed, the program has flourished. Student participation has increased, the audience size has grown, and general interest improves with every passing year. The Prescott School’s administration continues to show support and enthusiasm for the program because of the benefits the program generates for the school. The immediate benefits and lifelong influence of a musical theatre education are great, very often musical theatre is the only theatrical outlet available. Through this project I hope to explore how other approaches to theatre might also influence and benefit students. 1 It is important to establish the benefits of musical theatre and theatre education in general. First and perhaps the most important to the Prescott School’s administration is the strong sense of community that the annual musical promotes. Musical Theatre seems to bring out a very eclectic mix of students at any institution, students that might not otherwise interact are placed in a pressure cooker of creativity. This pressure forces them to get along and quickly move past possible differences. The students who participate come from various grades and social groups, as they work towards their final production these lines are blurred and they become a new group where they are accepted and appreciated. Also as the production days draw close other members of the school and community get involved. The parents, the faculty and staff, other students, alumni, and administration all gather around the production. The sense of community truly deepens. Second, performing in a musical helps participants overcome possible insecurities. Musical theatre puts students in situations that are sometimes embarrassing or uncomfortable, which forces them to face and overcome vulnerabilities. If students at the middle school level can learn to accept differences and interact with others despite insecurities, they will find success later in life with this ability to enter new situations and overcome vulnerabilities. Additionally, musical theatre forces students to express themselves both physically and vocally. When students are in front of a group of any size to sing, dance or act, their imaginations and creativity are at work and they are simultaneously enhancing self-expression, self-esteem and confidence. This practice builds confidence and a belief that they are able not only to survive but also to thrive in any situation. People are expected in life to perform and present, in higher education, work, or other personal 2 activities. Gaining performance experience at a young age will allow for a confident approach to such opportunities. Whatever their future responsibilities may be, students can rehearse for them now. A fourth benefit to participating in musical theatre is a sense of selflessness. Specifically, a willingness to prioritize the success of the group over that of the self, to collectively recognizes that the artistic creation is bigger than any one individual. These students commit to each other, to the process, and in turn, grow as individuals. Problem solving skills are another valuable benefit of participating musical theatre. Performers must think on their feet during each step of the theatrical process. There are no mistakes in live theatre, only the unexpected. When the unexpected occurs, student actors must be able to solve the problem quickly without letting the audience know there is a problem. Quick thinking and problem solving are skills that will be utilized later in life as well as throughout the academic future of students. No one part of the musical theatre process is more important than the other; the actors need the set, the set need the lights, the costumes need the actors etc. Each aspect works together to ensure a final product. This model will repeat itself through life, again learning to respect each other and each other’s work will be invaluable. I asked the participants of the 2014-2015 musical at The Prescott School, Joseph and the Amazing Technicolor Dreamcoat, what they thought the benefits of participating in musical theatre are. Anecdotal support of the benefits of participating in musical theatre can be found in the following responses. “I think that my experiences in our musical really helped me to open up both socially and musically.” 3 “I learn in musical theatre that teamwork is very important or else we can't have a show. It influences me socially because I get to hang out with my friends and I get to work with new people on stage. Overall, musical theatre is a very fun and uplifting experience.” “Helps you overcome fear and some ways show off all that you got. It teaches discipline and takes time. It’s also a great bonding experience with all different kinds of people.” “Being in the school musical was an incredible experience. I bonded with people who I hadn't known before, and I learned more about performing than I ever thought I would. Musical theatre in general is where I've gotten most of my confidence, and where I feel like I'm most able to shine, no matter what else is going on in my life.” I see great value in exposing all students various styles of theatre, something different than musical theatre; an approach that looks at entertaining an audience but also stretching the students to look beyond themselves and intensely explore the world.