Teaching Theater, Theater in Teaching (My Personal Theory of Practice) Ronie M. Protacio We got so used to learning that is overflowing with theoretical bases, standards and measurements. We got so used to memorizing definitions of words and concepts being learned. A learner needs a huge amount of patience, perseverance and time to be able to digest this huge amount of information in his mind. Learners find it hard to find connections of these pieces of information in their daily lives. After memorizing all these facts and information, a learner tries to squeeze out all these facts when answering a quiz or an exam. His knowledge is being measured by his/her memorization skills because this is what the quiz was after. Identification, matching type, enumeration and true or false are most of the types used to test a learner’s knowledge. If a learner manages to memorize all the important words in the topic being discussed, then surely, he or she will pass and will receive a high grade. In other words, the primary means of measuring one's knowledge are grades and not the application of this knowledge. Never mind if the learner didn't understand the concept given, what is important is that he memorized the information or that these words and concepts will be remembered word-for-word during the quiz. The amusing thing is that, after taking the quiz, when you ask the examinee, he can barely remember the words and information he just painstakingly memorized. After some time, the learner has completely forgotten all of them. Because of this learning situation, I will attempt to introduce the concept of teaching theater as a dynamic process of learning. I will also try to explain the two concepts embedded in the title. The first, the teaching of theater as a field of expertise and as a discipline. Secondly, Theater in Teaching as an effective methodology in learning. Teaching Theater Arts is like teaching any common subject. It has so many requirements before one can say there is a complete process of learning. A theater play has a natural characteristic of being a product. It can be something written and of course must be performed to complete its essence. A concrete output is necessary in order to validate the thought, feelings, appreciation, and experience the play carries. There are three primary aspects involved in the teaching of theater or any course for that matter: first, the Orientation, second, the Artistic aspect, and third, the Organizational aspect. We can easily remember these through the acronyms O-A-O which PETA has been using ever since. Let us differentiate each aspect from one another. Orientation is focus on the purpose or desired condition we want to achieve. If we want to apply this concept in play production, the following questions must be answered: 1. What is the play about and how do we relate it to life and society? 2. Why do we need to present/perform the play? 3. For whom will the play be performed? To be able to satisfactorily answer these questions, there is a need to refer to history. A simple knowing of the play's meaning isn't enough. We can better understand and appreciate the play's true meaning if we can dig through its history together with the history of the people. In other words, in this aspect of teaching theater, there is a need for a deeper study and understanding of social science. We can better understand a play through a survey of history. The importance and relevance of the play in our lives and in society can be concretely shown. It will equip us with analytical skills that will teach us to become more critical to social events. It will cultivate a sense of awareness and open up our minds to issues and events being hidden from us by powerful social institutions controlling the everyday lives of Filipinos. It will help us analyze and come up with our own standards of: right or wrong, beautiful and ugly, wise and stupid, good and evil. Our study of theater unfolds with the sense of historical awareness both of teachers and students themselves. The process of learning hence becomes more scientific due to the authenticity of learning content and learning experiences. This is creative science. From awareness, one becomes more critical. From criticisms we can see what is right and wrong, good and evil, what should be and should not be. Through these things we can see the importance of teaching theater. It also answers the question: “Why do we need to teach theater? And for whom do we teach theater?” Through this, the things we strive to attain and the objectives if the study of theater are clarified. In the end, our personal goals and objectives are also clarified. Because of this we gain a deeper and sharper understanding of how it is to be a teacher in the truest sense of the word. Relating these concepts to my teaching of Arts and Humanities in the classroom, whether face-to-face or remote, two questions come to mind. What does it mean to be a 21st century teacher? What skills do my students need to know to succeed or survive in the 21st century? The descriptions and characteristics of Millennials and Gen Z really made me think about the generation our current teachers have to face. And, it seems that there is a mismatch between the kind of students we have now with that of the teachers teaching them. Therefore, a clear understanding of how the millennial and Gen Z mind operates would help in engaging and transforming them to become critical and creative thinkers. The world needs learners equipped with the four C’s: Communication skills, Collaborative skills, critical thinking skills and creative thinking skills. With these, it seems that the task of teaching learners in the 21st Century is becoming more challenging each day. To begin, it is important to keep in mind that there are several views and interpretations out there regarding what people believe it means to teach in the 21st Century. It is a topic that many educators have been struggling with. Some believe that it is only a matter of incorporating technology in the classroom. While others think there’s significantly more to the story, that teaching in this century is about the whole education system - the way we approach, interact, integrate and make sense of the new world in which we live. So, let’s break it down and see if we can make sense of what we believe it means to teach in this contemporary world. But before we begin let’s look at the outcome. What would a student educated in the 21st Century look like? Maybe, someone who’s effective in the workplace? An innovator? A critical thinker? Someone who contributes to community and society at large? Someone who’s academically competent in world situations? An effective communicator? A life-long learner? Maybe someone who strives to be a good citizen or a better human being? Before I begin teaching the lessons in the courses assigned to me. I spend a lot of time clarifying with my students these goals and expectations. This will set the tone and direction agreed upon by the class and all the lessons and topics in the modules should lead the students in reaching these goals. Students are also given a lot of opportunities to apply the four C’s in the classroom. So that they will be ready to face the real world. If teaching theater is a rehearsal for life, teaching in the classroom is not at all different. I always tell my students that being in school is like a theater rehearsal. In school, we are practicing skills which can later be good habits that can be beneficial when they face the real world. If actors rehearse for the actual performance, students practice in school to prepare them for life in the real world. What students do in “rehearsals” will definitely impact their actual “performance.” Therefore, clarifying their “orientation” will help them to be “organized” and bring out their creativity. The goals I set for my students to achieve for the semester are simple and easy to achieve. That is, if they are willing and motivated to comply. This gives them freedom of choice. These are: 1. To become the successful students, they imagine themselves to be 2. To become better human beings 3. To always strive to do their best. These goals should always be in mind – of the teacher and the students – if they want a best teaching-learning experience. It takes two to tango. It takes the teacher and the students to have a best classroom experience. So, what’s really important? How do we motivate? How do we inspire? Allow kids to involve themselves in the classroom. In student choice, collaboration, communication, critical thinking, and creativity. But don’t forget that 6th C – probably the most important one. Because the greatest of these is Love. Tuesday, 21 September 2021