Executive Summary
Since 2015, Theatre Lab at Florida Atlantic University (TLFAU) has been providing enriching and creative opportunities for a diverse range of students. These include those in grades 4-12, as well as undergraduate and graduate theatre programs. TLFAU carries its mission to “inspire, develop, and produce new work, audiences, and artists” through into their education programs, allowing students to explore both writing and performance in a professional theatre setting, and giving them a taste of what it's like to be a playwright, actor, or teaching artist in the real world. TLFAU's educational programs span weeks or months, maximizing the impact on students' writing, artistic skills, and social-emotional learning. This evaluation report outlines TLFAU’s five distinct educational components: Future PAGES, Fall Intensive, LabRATS, Tomorrow’s Industry, and the Teaching Artist Institute.
Findings
• Social and Emotional Learning (SEL) refers to the processes by which individuals, both children and adults, acquire and effectively apply knowledge, attitudes, and skills needed to understand and manage emotions, set and achieve positive goals, empathize with others, build and maintain relationships, and make responsible decisions (National Center on Safe Supportive Learning Environments, 2024). Research indicates that arts programs that are deliberate, supportive, and continuous can significantly benefit students in three key areas: self-management and discipline, interpersonal and relationship skills, and selfexpression and identity (Farrington et al., 2019). TLFAU’s education programs focus on these outcomes as part of their long-term goals, consistently demonstrating through data that students’ experiences at TLFAU positively influence their self-perception and relationships with others. A few of the data samples from three of the student participants supporting this finding are:
I have seen that I can write and I have good ideas. I am giving myself some more room instead of being so hard on myself.
I have definitely become more open to feedback and listening to others’ ideas. I learned a lot about how community can change theater and change work and it's been super helpful.
I think I’ve found more inspiration by working with other people who have been doing this for many years and also others like me who started recently. I’ve gained more confidence to continue playwriting
• The program staff at TLFAU excel in assessing the needs of students and teachers in partner schools, and they adjust programs accordingly. For instance, when teachers from long-term partner schools faced challenges arranging transportation for field trips to matinee performances, staff reallocated funds to provide private bussing. This ensured that students from Title I low socioeconomic status schools could still enjoy the opportunity to experience professional theatre. Furthermore, in response to requests from teachers for more and varied in-school workshops to keep students engaged over successive years and provide deeper learning experiences, Jill Biegler, Director of Education and Community Outreach, developed new programs tailored to each school's specific needs. This personalized approach fosters continued investment and commitment from schools, despite the time and funding challenges they may encounter.
• TLFAU has developed a distinctive pathway for young people, starting from elementary school and extending to graduate school. The program teaches MFA graduate students the field of teaching artistry through the Future PAGES program and employs BFA students to perform in the fully staged LabRATS production. Additionally, the LabRATS student playwrights can workshop their plays in the New Play Festival after receiving three weeks of intensive coaching with a professional playwright. This connectivity creates a unique synergy wherein the program components support each other, providing creative and personal fulfillment for all participants.
Recommendations
• To enhance communication and connection with students, program staff may wish to consider utilizing various methods. Given that many students prefer texting over emails and phone calls and that some students do not have email or access to it, incorporating alternative communication methods can effectively keep students informed about upcoming events, schedules, and written feedback/assignments. Additionally, using diverse communication channels to capture evaluation data can provide valuable insights to inform programmatic
decisions.
• TLFAU may wish to consider involving stakeholders in strategic planning sessions for its education outreach programs to set goals, define outcomes, and establish benchmarks for measuring success over multiple years. Sharing this plan with donors, funders, program participants, partners, and other stakeholders can help build a broader network of support as the organization expands.
I would love to do this project again because I made SUCH great friends and I feel like I can really be myself around them. Everyone is funny and supports each other. And I love being a part of a team now.
– Future PAGES Student
Introduction
Since 2015, Theatre Lab at Florida Atlantic University (TLFAU) has been providing enriching and creative opportunities for a diverse range of students. These include those in grades 4-12, as well as undergraduate and graduate theatre programs. TLFAU carries its mission to “inspire, develop, and produce new work, audiences, and artists” through into their education programs, allowing students to explore both writing and performance in a professional theatre setting, and giving them a taste of what it's like to be a playwright, actor, or teaching artist in the real world. TLFAU's educational programs span weeks or months, maximizing the impact on students' writing, artistic skills, and social-emotional learning. This evaluation report outlines TLFAU’s five distinct educational components: Future PAGES, Fall Intensive, LabRATS, Tomorrow’s Industry, and the Teaching Artist Institute.
Program Description
Theatre Lab’s Education Outreach Programs consist of five components that offer a diverse array of opportunities for young people to immerse themselves in the world of theatre.
The Future PAGES (Playwrights, Artists, and Generations of Exciting Storytellers) Program provides students in Broward and Palm Beach Counties in grades 4-12 with in-school workshops followed by a Heckscher Family Theatre matinee performance. Students are then challenged to write and submit a narrative with the specific theme connected to the play. TLFAU staff vet hundreds of submissions and select somewhere between 5-10% for ongoing development through the Fall Intensive, a six-week writing program. Future PAGES culminates in December in a public performance with the playwrights performing their own original work.
LabRATS (Rising Artists Theatre Society) engages high school students in the comprehensive process of creating theatre as they develop their original ideas into drafts that are workshopped with support from a professional playwright and subsequently performed as part of TLFAU’s New Play Festival. After a process of ongoing revision and refinement, the student playwrights then see their work perfor med as a fully staged production for the public by Florida Atlantic University’s BFA students.
The Teaching Artist Institute bridges the gap to higher education by offering an accredited seminar for MFA theatre students and then challenging them to apply their learning in Future PAGES workshops under the direction of TLFAU’s Director of Education and Community Outreach. This institute delivers an extensive professional development experience, equipping new artists with the skills and knowledge to integrate their artistic talents into educational contexts.
The “Tomorrow’s Industry” Initiative paves the way for employment opportunities for emerging artists nearing the start of their careers. In 2023-2024, twenty-one of FAU’s theatre students were hired in a professional capacity at TLFAU. In addition, benefits such as free tickets to mainstage performances, master classes, workshops, and play readings provide invaluable chances for students to network with theatre professionals, gain insights, and learn from industry veterans.
I’m writing from a personal experience, so it’s scary opening up but it’s super fun to also see what we can create with just small moments we put together. It’s also super fun to see everyone’s play come together and watch them (cause they’re really good)!!!!
-Future PAGES Student
Methodology
This evaluation is designed with a mixed-methods approach; quantitative data were gathered and analyzed for trends and patterns, and the qualitative data was examined for meaning and context to provide a more in-depth picture of the program’s efficacy. Data were collected periodically throughout the program year by both the evaluator and the program staff, which allowed for ongoing formative assessment. The table below outlines each type of data and the means for collection.
Table 1. Data Type and Frequency/Collection
Data Type
Student Journals – Future PAGES
Student Journals - LabRATS
Frequency/Collection
Semi-structured writing prompts collected weekly via Google Forms throughout the duration of the program (See Appendix A)
Semi-structured writing prompts collected weekly via Google Forms throughout the duration of the program (See Appendix B)
Student Interviews/Focus Groups (Fall & Spring) 20-min group interview with participants of PAGES and LabRATS (See Appendixes C & D)
Student Matinee Surveys Administered after student matinee performances (See Appendix E)
TLFAU Staff Interviews/Focus Groups Conducted periodically throughout the year in person at observation sessions and via Zoom
Workshop/Performance Observations 8 hours over the course of the 2023-2024 programming year
Quantitative Data (attendance, tickets, number of participants, etc.…)
Collected by program staff throughout the year and delivered to the evaluator in June 2024
Findings
The evaluation findings are divided into two main sections: the logic model, which outlines the quantitative data gathered throughout the year, and additional insights derived from trends and patterns identified in the qualitative data. These findings form the basis for a set of recommendations aimed at enhancing the continuous improvement of the program.
Logic Model
The logic model for the program is designed to break down the educational outreach program in three phases for each of five distinct units: activities and strategies, shorterterm outcomes, and longer-term outcomes. The logic model below describes the quantitative data; samples of the qualitative data can be found in the appendixes in the form of interviews, focus groups, observations, and student journals.
Activities
Activities or Strategies 1 from
Application:
Activities or Strategies Final repo rt :
Activities or Strategies 1: Unit 1: In 2023
Heckscher Theatre for Families & Future PAGES Project will serve 1,100 students (ages 9 and up), providing: • 8 public performances, • 8 public writing workshops, • 7 field trip performances for partner schools, • free transportation for partner schools, • at least 8 writing workshops at partner schools, • at least 12 talk-back sessions, • a standards-aligned Curriculum Guide, • a recorded performance for those with unforeseen cancellations.
Upon completion, the Heckscher Theatre for Families & Future PAGES Project served over 1300 students with:
• 8 public performances
• 8 public writing workshops offered, 7 conducted
• 9 field trip performances for partner schools
• 18 writing workshops at partner schools
• 9 talkback sessions
• A standards-aligned curriculum guide
Activities or Strategies 2 from Application: Unit 2: TLFAU will provide students selected for the Fall Intensive programs: • a total of 7.5 hours of writing instruction, with over six 2.5 hour writing workshops, • direction of their participation in 14 hours of rehearsal and staging, culminating in a one-hour performance of original student work for the public; family, friends, and community, invited free of charge, • up to 100 printed keepsake programs of student writing.
Activities or Strategies 2 Final Report:
Upon completion, the 11 participating students received a total of 8 hours of writing instruction, 20 hours of rehearsal and staging, which
Activities or Strategies 3 from Application:
culminated in a one-hour performance of original student work for public, family, and friends, and all received a printed keepsake program with their work.
Unit 3: LabRATS (Rising Artists Theatre Society) will provide: • a fully funded educational experience, Curriculum Guide, workshops, performance, talkback, transportation, for at least 300 high school students, • 2 Intensives, selected students create short plays, and a presentation of the work, working with theatre professionals, • up to 20 hours of instruction in Theatre Arts, culminating in a presentation of original student work, and • a professional reading at TLFAU’s New Play Festival.
Activities or Strategies 3 Final Report:
Activities or Strategies 4 from Application:
Nine student writers completed the initial intensive, 5 were invited for further development and received 3 additional writing and editing sessions, had their plays professionally staged for a reading at Theatre Lab’s New Play Festival, and then fully staged and produced for a full house, and performed by FAU BFA candidates. Partner schools received workshops, curriculum guides and transportation to and from field trips, for a total of 267 served.
Unit 4: Teaching Artist’s Institute will provide FAU BA, BFA, MFA Theatre students and the public with a seminar that teaches tools necessary to design, implement and execute an Educational Outreach Program, including but not limited to: • How to secure partners, • Create State Standard aligned/grade level appropriate writing and acting curriculum, materials, assessments, • Classroom management tools, while simultaneously helping fulfill the need for trained teaching artists.
Activities or Strategies 4 Final Report:
Nine FAU MFA theatre students completed the training and all participants built a curriculum guide, worked alongside a TLFAU TA, taught at
least 2 workshops, gained confidence in their abilities and classroom experience, and at least one is gainfully employed as an educator. In addition to teaching experience, 6 of the MFA students were hired for Theatre Lab Education Outreach programming.
Activities or Strategies 5 from Application: Unit 5: Tomorrow’s Industry • 100 free tickets offered to students 18 and under to:Playwright’s Forum - New Play FestivalMainstage productions • FAU Creative Writing interns join TLFAU for Education Outreach • Employ recent FAU graduates for: - LabRATSFuture PAGES Project - TLFAU production team • Create a 3-tier system, giving young professionals the opportunity to: - Mentor students - Build resume - Find employment.
Activities or Strategies 5 Final Report: 100 students 18 and under were offered free tickets Theatre Lab’s productions, 2 FAU Creative Writing interns joined TLFAU’s ed outreach department, 12 total recent FAU graduates and MFA candidates were gainfully employed for various positions in PAGES and LabRATS productions, fulfilling the 3-tier system and creating opportunity for mentorship, resume building, and employment thought the experience.
Shorter-term Outcomes
Shorter- term Outcomes 1 from Application: Unit 1: Heckscher Theatre for Families • Of the 80% of students who participate: - 60% will be from Title I and/or at-risk schools, - 65% will write/submit a story for consideration in the intensive, - 80% of participating students will attend the theatrical performance at TLFAU
Shorter- term Outcomes 1 Final Report :
Upon completion, of the 80% of students that participated:
• 47% were from Title I schools
• 84% submitted a story
• 100% attended the theatrical performance
Shorter- term Outcomes 2 from
Application:
Unit 2: 6-Week Intensive 60% of students in the Future PAGES Project 6-Week Intensive will create a theatrical piece featuring their monologues; of these: • 90% will demonstrate collaborative spirit and confidence in social interactions, • 100% will interact with FAU graduate theatre students who are preparing for professional careers in theatre/writing, • 75% will participate in 4 writing revision sessions, 4 rehearsals, 1 performance, • 75% will demonstrate improvements in writing skills.
Shorter- term Outcomes 2 Final Report: 100% of participating students have:
• created a monologue
• demonstrated collaborate spirit and confidence
• interacted with FAU MFA Theatre students
• participated in revision sessions, rehearsals, and the performance
• demonstrated improvements in writing skills
Shorter- term Outcomes 3 from Application:
Unit 3: LabRATS 60% of participating students will create a presentation featuring their original work; of these: • 90% will demonstrate increased/consistent collaborative spirit and confidence in social interactions • 100% will interact with FAU's graduate theatre students • 75% will participate in college and career preparation by working with theatre professionals • 75% of writing students will demonstrate improvements in their writing abilities.
Shorter- term Outcomes 3 Final Report: Upon completion, 100% of participating students completed an original 10-minute play which were all professionally staged and read at the New Play Festival, then fully produced and performed
by FAU BFA students. 100% of participating students demonstrated increased and consistent collaborative spirit and confidence in social interactions, interacted with FAU's graduate theatre students, participated in college and career preparation by working with theatre professionals, and demonstrated improvements in their writing abilities.
Shorter- term Outcomes 4 from Application: Unit 4: Teaching Artist Institute 80% of participating students will: • successfully create a curriculum guide, • work alongside a TLFAU Teaching Artist (TA), team teaching, • report confidence in their abilities as an educator, and • gain adequate classroom experience and knowledge to secure a TA position in the community.
Shorter- term Outcomes 4 Final Report : Upon completion, 100% of students completed a curriculum guide, worked alongside a TLFAU TA, taught at least 2 workshops, gained confidence in their abilities and classroom experience, and at least one is gainfully employed as an educator.
Shorter- term Outcomes 5 from Application: Unit 5: Tomorrow’s Industry - a new generation of Theatre-Makers • 75% of offered tickets will be utilized and of those, 60% of them will give feedback on the experience, • 10 of hired artists will be current FAU recent graduates, • Hired artists will have their work seen by at least 300 community members, and • Hired artists will receive production photography for their portfolios.
Shorter- term Outcomes 5 Final Report: Upon completion, 100% of tickets offered were utilized, 21 hired artists were either current FAU students or recent graduates and had their work seen by over 300 community members.
Longer-term Outcomes
Longer- term Outcomes 1 from Application: 80% of students will demonstrate an increase in social/emotional growth, creativity, and critical thinking. (Tools for measurement: student reflection journals, student interview data, student original writing samples.)
Longer- term Outcomes 1 Fi nal Report : 100% of students who participated in the intensives demonstrated an increase in social/emotional growth, creativity, and critical thinking.
Longer- term Outcomes 2 from Application: 80% of students will acquire an appreciation of theatre as a multi-disciplinary art form that is connected to their coursework and at the same time relevant to their lives.
Longer- term Outcomes 2 Final Report: Student journals, interview data, group discussion and survey data show that 100% of students acquired an appreciation of theatre as a multi-disciplinary art form that they were able to connect to their coursework and see as relevant to their lives.
Longer- term Outcomes 3 from Application: 80% of students will demonstrate improved literacy, specifically vocabulary and writing skills. (Tools for measurement: student self-evaluations, program staff evaluations, student pre/post writing samples.)
Longer- term Outcomes 3 Final Report : 100% of students demonstrated growth and improvement in their vocabulary and writing skills.
Longer- term Outcomes 4 from Application: 80% of students will demonstrate an interest in attending theatre performances in the future.
Longer- term Outcomes 4 Final Report : 79% of students demonstrated an interest in attending theatre performances in the future. (Tools for measurement: student survey data)
Longer- term Outcomes 5 from Application: 80% of students will be able to describe the rehearsal process and articulate the job description for one theatre professional and demonstrate an understanding of higher education opportunities that lead to professional careers in all areas of the arts. (Tools for
Longer- term Outcomes 5 Final Report :
measurement: student interviews, student reflection journals.)
100% of students who participated in the intensives were able to describe the rehearsal process and articulate the job description for one theatre professional, and demonstrate an understanding of higher education opportunities that lead to professional careers in all areas of the arts.
Additional Findings
• Social and Emotional Learning (SEL) refers to the processes by which individuals, both children and adults, acquire and effectively apply knowledge, attitudes, and skills needed to understand and manage emotions, set and achieve positive goals, empathize with others, build and maintain relationships, and make responsible decisions (National Center on Safe Supportive Learning Environments, 2024). Research indicates that arts programs that are deliberate, supportive, and continuous can significantly benefit students in three key areas: self-management and discipline, interpersonal and relationship skills, and selfexpression and identity (Farrington et al., 2019). TLFAU’s education programs focus on these outcomes as part of their long-term goals, consistently demonstrating through data that students’ experiences at TLFAU positively influence their self-perception and relationships with others. A few of the data samples from three of the student participants supporting this finding are:
I have seen that I can write and I have good ideas. I am giving myself some more room instead of being so hard on myself.
I have definitely become more open to feedback and listening to others’ ideas. I learned a lot about how community can change theater and change work and it's been super helpful.
I think I’ve found more inspiration by working with other people who have been doing this for many years and also others like me who started recently. I’ve gained more confidence to continue playwriting
• The program staff at TLFAU excel in assessing the needs of students and teachers in partner schools, and they adjust programs accordingly. For instance, when teachers from long-term partner schools faced challenges arranging transportation for field trips to matinee performances, staff reallocated funds to provide private bussing. This ensured that students from Title I low socioeconomic status schools could still enjoy the opportunity to experience professional theatre. Furthermore, in response to requests from teachers for more and varied in-school workshops to keep students engaged over successive years and provide deeper learning experiences, Jill Biegler, Director of
Education and Community Outreach, developed new programs tailored to each school's specific needs. This personalized approach fosters continued investment and commitment from schools, despite the time and funding challenges they may encounter.
• TLFAU has developed a distinctive pathway for young people, starting from elementary school and extending to graduate school. The program teaches MFA graduate students the field of teaching artistry through the Future PAGES program and employs BFA students to perform in the fully staged LabRATS production. Additionally, the LabRATS student playwrights can workshop their plays in the New Play Festival after receiving three weeks of intensive coaching with a professional playwright. This connectivity creates a unique synergy wherein the program components support each other, providing creative and personal fulfillment for all participants.
Recommendations
• To enhance communication and connection with students, program staff may wish to consider utilizing various methods. Given that many students prefer texting over emails and phone calls and that some students do not have email or access to it, incorporating alternative communication methods can effectively keep students informed about upcoming events, schedules, and written feedback/assignments. Additionally, using diverse communication channels to capture evaluation data can provide valuable insights to inform programmatic decisions.
• TLFAU may wish to consider involving stakeholders in strategic planning sessions for its education outreach programs to set goals, define outcomes, and establish benchmarks for measuring success over multiple years. Sharing this plan with donors, funders, program participants, partners, and other stakeholders can help build a broader network of support as the organization expands.
I've learned that I have what it takes, I just need to actually try and this could apply to anything! It's definitely inspired me as a person to seek challenge and change, not for the sake of it, but for self-improvement.
- LabRATS Student
Biography of the Evaluator
Dr. Susan Gay Wemette currently serves as the Director of Arts Integration and Creativity at the Center for Creative Education. She earned a PhD in Curriculum and Instruction with a specialization in arts education, holds an MFA in Acting, and has a BFA in Theatre. In 2008, Dr. Wemette co-founded Blue Planet Global Education, a nonprofit organization dedicated to guiding teachers in utilizing arts-integrated international collaborations for teaching both global competence and core curriculum. Apart from her role at CCE and involvement with Blue Planet, Dr. Wemette also acts as a consultant and program evaluator for the education programs at The Kravis Center for the Performing Arts and Theatre Lab at Florida Atlantic University.
Works Cited
Farrington, C. A., Maurer, J., McBride, M. R. A., Nagaoka, J., Puller, J. S., Shewfelt, S., Weiss, E.M., & Wright, L. (2019). Arts education and social-emotional learning outcomes among K–12 students: Developing a theory of action. Chicago, IL: Ingenuity and the University of Chicago Consortium on School Research.
Appendix A – Data Sample – Future PAGES Student Journals
Tell us a little about yourself. (Are you new to theatre? Are you an actor? Playwright? What do you want your fellow playwrights to know about you?)
I’ve been in theater for 3 years, I am an actor and I like to perform more than do technical things. I’m pretty good at memorizing. I like to write stories for fun and I want to be an actress or writer when I grow up
I’m some sort of an actor myself. I am currently in my school’s drama show, Frozen. I was casted as Kristoff. I really love to watch movies. I’ve been quoting movies since I was three, I’m probably the biggest movie nerd you will ever meet. I also write a lot, I’ve been getting better at my fictional writing. I like making original characters. I want to let people know that I am creative and somewhat funny.
Yes, I'm new to theater. No, I'm not an actor, I'm a violinist in the strings department at school. I play the violin in the Orchestra at UBK School of the Arts. After school, I play football. When I grow up, I want to be an athlete.
I am in theater and currently auditioning for High School Musical.
I am somewhat new to theatre but I have taken drama classes every day and just became a natural, performing had always come naturally to me and have always felt a deep connection to it. I also love to write stories.
I’m new to theater, I just started this school year. I want my fellow playwrights to know that I aim to be a funny person.
What are you hoping to learn by participating in Future PAGES?
How to become a better writer
I want to learn how to not give up on a story.
I want to learn to remember my parts, not to be afraid or shy to act my story. I also want to learn about theater and learn how to use details to make my creative writing skills grow.
I am hoping to become stronger in my acting and writing. I want to become more confident in stage.
I am hoping to learn how I can be a part of an ensemble and contribute to the standing out of others. I am also hoping to learn how to express myself in creative ways.
I’m hoping to learn more about play writing because I want to write a play. I have lots of ideas but I’m just not sure how to start.
What questions do you have about writing for theatre?
How can I tie the past and the present together?
Nothing exactly - but I probably will have some later on I guess my main question for writing for theater is how do you know how to incorporate and change your writing into stage directions without losing any meaning when scripting your writing.
None
What's interesting/scary/fun about this process?4 responses
It’s fun to be creating a script that I get to preform At first it was scary to read my monologue out loud, but once that was done, it was fun to talk with the other people that are just like me.
The most interesting part if this process for me is hearing other people’s stories and how they grow and change.
The scariest part for me is definitely sharing my story aloud but it’s been nice hearing everyone’s feedback. I was surprised by how positive it was and I gained a new perspective of my own story as well.
How is your writing changing?
It is changing by getting more relatable and I have expressed my voice more My writing is becoming more personal and descriptive. I’m learning to lean further into details.
My writing has more details.
It’s becoming more funnier and I’m enjoying it more then it started off
What critiques are you giving and/or getting? Is it useful? ("Critique" means to give someone your opinion about their work. )
I’m getting critiques on making some points clearer and turning past tense moments in my writing to present tense. These have been really useful and each week I get more and more comfortable.
This week I heard that I should give the other characters in my monologue more individual personality and I felt that it was incredibly useful. It’s another detail I can use to enhance the story and pull the audience in with as well.
The critique I give the most is probably just if something is confusing I let that person know.
Be Funnier
How have you changed as an artist (or as a person) during this process?
I have gotten more comfortable sharing my voice and expressing myself it also helps me in my daily life and writing in school
I'm getting more opportunities to learn and improve my skills, as well as how to better articulate my own feelings than I could before.
I’ve changed as a person by being more comfortable talking to people and as an artist by knowing run on sentences, how to even create a monologue, and how to find choppy sentences
I feel like my funny and happy side has really shined through since the first class.
Because of these changes, what would you like to try (or be able to do)?
I want to write something that can help other people I want to be a more self-confident person and avoid being awkward in social scenarios. Become a writer or an actress I want to try to let the world see my work.
What will you take away from this process?
I will take all the memories that I made and the nervousness that turned into confidence.
A new perspective of my writing and an interest in theatre. I'll definitely take what I've learned and put it towards improving my performances in my theater class. I also feel that I've come a long way, both as a person and a writer, because of the time I spent on this project. The funny memories of blocking all the monologues.
How has this project inspired you?
It has inspired me to pursue drama and showed me that it is everyone else’s decision to treat you well, but it is your position to make them want to.
This project inspired me to open up and share my writing which I am most critical of. Share my writing on a stage and in character, all things I vocally expressed I would never do when I first heard about future pages.
I've learned that I have what it takes, I just need to actually try and this could apply to anything! It's definitely inspired me as a person so seek challenge and change, not for the sake of it, but for self-improvement.
Yes! I've been using the writing tips to better my essays, and write like my true self in more essay contests.
Just one more question! Would you like to do this project again? Why/why not?
YES! I would love to do this project again because I made SUCH great friends and I feel like I can really be myself around them. Everyone is funny and supports each other. And I love being a part of a team now.
I think this was a one time experience for me. Maybe if I had been exposed to it earlier in my life I would come back but I would’ve liked to have more I wouldn't mind it, but realistically, my answer depends on the time/place/mindset I'm at come the next time. Otherwise, I think it'd be interesting to go again and see what I could do better, or even what I could add or change. Absolutely! I actually really long to be selected again next year. I want to be like Lisa, who got chosen twice. She is from my school, so I look up to her.