The Power of Performance

Written by Leslie Larkin, Music and Performance Specialist

Photography by Libby Lewis Photography

For many adults, school performances evoke strong childhood memories: for some, they were torturous experiences to be endured by standing in the back and trying not to be noticed; for others—myself included—it was a chance to step into the glorious spotlight for a few minutes and wave to my parents in the audience. I never associated my school performances with anything I was doing in my classroom. Even to a “natural performer” (ham!) like me, who actually enjoyed them, they were simply a break from the everyday routine. They didn’t represent any kind of learning, other than the “life lesson” of how to stand up in front of a large group of people without vomiting. Here at Epiphany School, we take a different approach.

“Babe Ruth” makes an appearance in the Third Grade Wax Museum.

Arts integration has been an important part of my educational philosophy for my entire career. I’ve been so fortunate, over the last 18 years at Epiphany School, to have the chance to create a music curriculum which allows me to make authentic connections with my students through the arts, and to celebrate their different learning styles and personal histories.

“Michael Phelps”—another Wax Museum figure—poses with some adoring fans.

By far, the most meaningful opportunities for the synthesis of art and academics occur when we are putting together a performance. At Epiphany, we have created a schedule that allows us to prepare shows with a lot more depth and breadth than the typical elementary school. Every year, we dedicate an entire nine-week quarter to preparing for our grade-level performances, which are designed to closely link to classroom curricula and integrate other arts disciplines, such as drama, visual art, storytelling, and movement.

By connecting our performances to the curriculum, we create alternate inroads for knowledge, and deepen our students’ learning. Here are some of the lessons Epiphany students learn from taking part in performances:

The value of taking risks and making mistakes. A good process generally leads to a good product.

How to be discriminating when creating or experiencing art.

Creativity and aesthetic development.

Engaging in divergent thinking while working collaboratively.

Critical thinking skills.

Social growth, cooperation, and improved communication skills.

Through performances, I strive to provide a link between the classroom and the stage. This year we embraced a “Dr. Seuss” theme. Kindergarten through Second Grade performances revolved around literacy, as the children recited or acted out several well-loved works such as “Wocket In My Pocket,” “The Zax,” and “What Was I Afraid Of?” Third graders used “Oh, The Places You’ll Go” as a springboard for poems and songs relating to their biographical Wax Museum unit. Fourth Grade students explored themes of discrimination and diversity through “The Sneetches”— adding in elements drawn from their own curricular work on subjects such as Japanese internment and the Civil Rights movement. Finally, “The Lorax” provided an amazing vehicle for fifth graders to advocate for environmental awareness.

The “McMonkey McBean Family” hatches a sinister plot during the Fourth Grade production, “The Sneetches” by Dr. Seuss.

I also try to connect with the Epiphany School values of respect, responsibility, and resourcefulness. Years ago, a First Grade class started off their performance with an original acrostic poem welcoming the audience and outlining some rules and guidelines:

Epiphany students are

Proud of our work and we

Invite you to our wonderful

Performance!

Have a great time, but

All cell phones must be turned off!

No one should take pictures or video.

You can visit us in our classrooms after the performance. On with the show!

This brought the house down, as you can imagine, and the show hadn’t even started yet... which brings us to the very best part of performance: the joy that the children see reflected back from loved ones in the audience.

To be honest, the last week before a show is kind of dreary. We practice going up and down the risers many (many, many) times, and sing familiar songs over and over again. By the end of the week I’m yelling, “Don’t forget to SMILE!!!!” and the students are looking at me with murder in their eyes. But the minute they file in and take their places for that first performance, a profound shift occurs. They stand a little straighter and taller. Their shoulders go back and their eyes glisten with excitement as they make contact with the most important people in their lives. This is my favorite moment— in fact I’m getting chills just writing about it! For the next half hour, performers and audience members alike embark on a journey which concludes joyfully with the (in)famous “Walk of Fame”—an Epiphany tradition during which the performers triumphantly process through the center of audience, high-fiving friends and family along the way.

Second graders radiated joy and humor in their performance.

The pride that students take in their performance engenders self-confidence, independence, collaborative skills, and aesthetic mastery—all key components of process-based learning. Incorporating different art forms into a performance or linking it to specific academic content gives the students an emotional connection with the material that they would not have attained by just singing a song or memorizing facts. Whether the object is critical literacy, social awareness, understanding a historical event, or even just singing silly songs, performance is about students working together, asking questions, dipping out of their comfort zones, and making mistakes—and, equally important, learning that mistakes are a valuable and essential part of becoming a complete learner. Through acting and song, students can temporarily become someone else—and, in the process, discover who they are. That is an important lesson in life, as well as in art.

Key to every performance is the collaboration with faculty across all grades. This behind-the-scenes work with classroom teachers and specialists drives theme and content, and brings performances to a deeper level for both students and teachers.

Kindergarteners demonstrated Epiphany School’s 3Cs—courage, curiosity, and confidence—on stage.