Students Finding Their Voice

By Emma Price

The greatest gift in my graduate experience pursuing a dual degree in Educational Theater and Social Studies was the opportunity to trouble shoot and to teach. Sharing resources, experimenting with new concepts and having the opportunity to practice and make mistakes helped me to become a much better teacher. Because we had so many opportunities to teach, especially in our educational theater classes, I felt far more prepared to step into the role of student teacher.

These opportunities informed my teaching by helping me to find the flaws and holes in my lessons. Additionally, this practice made me more comfortable making mistakes with my students, because these are always moments in which I learn the most. By noticing where the lesson comes undone, I then know how to not make that mistake the following time. For example, in the first lesson that I taught with my fourth graders as a student teacher at PS 3, I dropped magic markers and poster paper in the middle of my students’ tables and said, “Write everything you know about Christopher Columbus.” I gave no clear directions, no sense of what these posters should look like, or how to use the markers. Therefore, this was a material nightmare! I realized immediately that figuring out how materials will be utilized over the course of a lesson is always something that I must figure out first in order to enhance the learning of my students.

Most of all, my experience in the Educational Theater program gave me encouragement and confidence, as well as a rationale as to why theater in the classroom is so important and useful. I left the NYU with not only a passion for teaching, but a resounding belief that theater makes material accessible to students in an entirely different and more transformative way, all the while encouraging community building and opportunities for students to express themselves, be heard, and hear their peers. In the classroom, this means that I try to give students as much of an opportunity to share as possible. This often means writing in role as a way to develop empathy with historical characters or contexts, and then having the students share their written work with their peers. I conducted two process dramas with my seventh graders throughout our slavery unit, as well as a mock trial. These dramas helped us understand the Underground Railroad more deeply, as well as how perspective plays a role in how people are judged (in relation to John Brown and Harper’s Ferry). While teaching fourth grade, I was challenged to find ways to teach about concepts surrounding social justice through theatrical devices. Once I was able to conceptualize what I wanted students to understand, I found the theatrical vehicles that would take us there. Throughout my time at PS 3 we wrote petitions, staged sit ins, created tableaus to communicate our ideas about injustices perpetrated against American Indians, and wrote boycott plays in order to help my students explore how to stand up for their rights.

Students greatly enjoyed this type of learning, and I believe it gave them more ownership over the material. In letters that students wrote to me at the end of both semesters, they most often mentioned the dramatic activities that we had done together. This demonstrated to me that the students found these learning experiences deeply meaningful, and it is my hope that those moments of learning will remain with them throughout the rest of their academic careers. I see education as a means of attaining social justice, and as a means of rectifying the injustices in our education system today. Through theater, students find their voices, and wrap their minds around abstract ideas as they express their understanding through their bodies. Therefore, the use of theater in the classroom serves as a tool to move the work of social justice forward in a beautiful way.


Given the growing student and applicant interest in a program combining social studies certification with theatre certification, NYU Steinhardt offers an innovative dual certification program, whose curriculum is built on the school’s already registered programs in Educational Theatre, All Grades, and Teaching Social Studies, 7-12.

For additional information about the program, visit the MA in Educational Theatre and Social Studies with teacher certification website.

Letters to Grandma: YIKES! in the Classroom

by Alissa Crea

Yikes! production image

Undergraduate student Tal Etedgi appears as Grandma; Photo By Chianan Yen

During the week leading up to YIKES!, my cooperating teacher and I used the Teacher’s Resource Guide to help prepare students for the performance in order for the students to fully connect to the plot and themes of the play.

We implemented two of the recommended pre-show lessons: “Family Meal,” an improvisation activity helping students to make the fundamental connection between the main characters in YIKES! and members of their own families, as well as the pre-show lesson “Overcoming the Frights,” in which students created and drew their own frights and as a group decided together how they can overcome each fright.

During the show, I saw our first grade students stretching their necks to see the stage. Many students were commenting on the action during the performance which only lead to a richer discussion during the post-show debrief with the cast at the playhouse.

Sample student work

Sample student work

During the following week, first graders took part in the post-show activity “Letters to Grandma,” in which the students took on the role of one of the characters in the play and wrote a letter to their no longer present “Grandma” in their chosen character’s point of view. The letters that were produced during this activity were incredible! They were each extremely articulate and compassionate. It was very evident that each student had their own interpretation of the play, but came to this understanding with concrete, supportive ideas – a long-lasting skill for every child. The ideas and themes within YIKES! were relatable to so many students’ lives that we have been able to tie these same ideas and themes into many of our additional lessons.

Sample student work

Sample student work.


Every semester, the Program in Educational Theatre hosts two free matinees of their mainstage productions for school children in the New York City area. Teacher’s Resource Guides are created by staff in the program and distributed for use in the classroom with preparatory and reflective activities.