Following are some ideas and observations to help you apply these workshop program lessons in the classroom.

Teaching Theatre
“Hunter and Hunted” is a theatre game that can be used to help students experience the elements of theatre. The hunt creates a dramatic conflict with an antagonist and protagonist. Their objectives are to hunt and to remain free. How the characters behave is the dramatic action. Tension is created as they approach each other, and release comes if they pass each other without making contact. The climax is reached at the moment of contact. It is through their engaged participation that students build relevant understanding and new vocabulary becomes meaningful.

Kathy Blum is modeling active involvement with the students during “Hunter and Hunted.” She is creating with the students, rather than directing them to create.

Theatre education in the classroom is more about the process of learning through theatrical experiences than rehearsing to polish a final performance.

Teaching Music
It is important that students listen to musical excerpts silently — for their own listening acuity as well as for the others around them. Students who are able can make notes for themselves as they listen in order to share their thinking in later discussion. For very young students, music can be paused whenever hands go up so that those great ideas aren't lost because they couldn't be held inside for long.

This lesson is about careful listening and thoughtful responses. It can be a diagnostic tool as you become familiar with your students' musical knowledge. Depending on their background, your students may incorrectly identify some of the musical instruments they hear, or terms may be incorrectly used. Take note of these errors and give your students more listening opportunities.

Teaching Dance
Kathy DeJean works in the midst of the students, creating a positive climate for creative ideas and establishing a presence that provides both parameters and freedom.

Kathy's drum phrases are long enough for students to “think on their feet.” She bases the length of each phrase on the work the students are doing. Watch students as you play for them, and adjust your musical support based on their needs.

“Snapshot” and “freeze” are code words for “Stop where you are and hold your position.”

Kathy's students think and move without talking. Establish a working climate that engages students in discussion after movement exercises rather than while they are moving.

Teaching Visual Art
Hazel Lucas accepts all student opinions when they are supported with evidence.

Students are encouraged to listen to one another and offer their opinions in response to the statements of others. Hazel encourages students to use specific terminology and art vocabulary as they defend their choices.