Theater Teacher Quotes

You have become so good that every mistake you make has a spotlight on it.

O VENENO ARDENTE DO DESGOSTO. THE WHITE HOT POISON OF ANGER. When others make us angry at them- at their shamelessness, injustice, inconsideration- then they exercise power over us, they proliferate and gnaw at our soul, then anger is like a white-hot poison that corrods all mild, noble and balanced feelings and robs us of sleep. Sleepless, we turn on the light and are angry at the anger that has lodged like a succubus who sucks us dry and debilitates us. We are not only furious at the damage, but also that it develops in us all by itself, for while we sit on the edge of the bed with aching temples, the distant catalyst remains untouched by the corrosive force of the anger that eats at us. On the empty internal stage bathed in the harsh light of mute rage, we perform all by ourselves a drama with shadow figures and shadow words we hurl against enemies in helpless rage we feel as icy blazing fire in our bowels. And the greater our despair that is only a shadow play and not a real discussion with the possibility of hurting the other and producing a balance of suffering, the wilder the poisonous shadows dance and haunt us even in the darkest catacombs of our dreams. (We will turn the tables, we think grimly, and all night long forge words that will produce in the other the effect of a fire bomb so that now he will be the one with the flames of indignation raging inside while we, soothed by schadenfreude, will drink our coffee in cheerful calm.) What could it mean to deal appropriately with anger? We really don't want to be soulless creatures who remain thoroughly indifferent to what they come across, creatures whose appraisals consist only of cool, anemic judgments and nothing can shake them up because nothing really bothers them. Therefore, we can't seriously wish not to know the experience of anger and instead persist in an equanimity that wouldn't be distinguished from tedious insensibility. Anger also teaches us something about who we are. Therefore this is what I'd like to know: What can it mean to train ourselves in anger and imagine that we take advantage of its knowledge without being addicted to its poison? We can be sure that we will hold on to the deathbed as part of the last balance sheet- and this part will taste bitter as cyanide- that we have wasted too much, much too much strength and time on getting angry and getting even with others in a helpless shadow theater, which only we, who suffered impotently, knew anything about. What can we do to improve this balance sheet? Why did our parents, teachers and other instructors never talk to us about it? Why didn't they tell something of this enormous significance? Not give us in this case any compass that could have helped us avoid wasting our soul on useless, self-destructive anger?

My friend Joseph Goldstein, one of the finest vipassana teachers I know, likens this shift in awareness to the experience of being fully immersed in a film and then suddenly realizing that you are sitting in a theater watching a mere play of light on a wall.

To do exciting, empowering research and leave it in academic journals and university libraries is like manufacturing unaffordable medicines for deadly diseases. We need to share our work in ways that people can assimilate, not in the private languages and forms of scholars...Those who are hungriest for what we dig up don't read scholarly journals and shouldn't have to. As historians we need to either be artists and community educations or find people who are and figure out how to collaborate with them. We can work with community groups to create original public history projects that really involved people. We can see to it that our work gets into at least the local popular culture through theater, murals, historical novels, posters, films, children's books, or a hundred other art forms. We can work with elementary and high school teachers to create curricula. Medicinal history is a form of healing and its purposes are conscious and overt.

There is a difference between people who strive and those who merely work hard. Levittown was full of hard workers, hourly wage-earners who eagerly stepped forward for overtime shifts and spent what extra money they had to repave their driveways, build rec rooms, or buy RVs....it was full of people who felt they had *arrived*.

Theater gives them what a computer takes away, what no classroom teacher can teach. They learn to work with other people. They learn patience and tolerance and how to be deferential to each other. They learn to be good citizens. It’s unifying. It has an impact on kids that can’t be quantified. Educators don’t know how to measure it.

School is like theater. Teachers are like directors, students are like actors, and classes are like theatrical presentations.

What I know now is that I would be a different person, or at the least a better version of myself, more rounded, more fulfilled, more in touch with myself and everyone around me. In so many ways, theater teaches the opposite of what I learned in sports, in which the model is that there is no self, no emotional landscape or core. Team sport is all about grit and team, about submerging self. To look within, to feel or imagine, is not encouraged. At the time, I couldn’t conceive of myself being up onstage.

Mae Brussell began to study the pattern of Nazis coming to the United States after World War Two and patterns of murders identical to those in Nazi Germany. It was as if an early Lenny Bruce bit—on how a show-bit booking agency, MCA, chose Adolf Hitler as dictator—had actually been a satirical prophecy of the way Richard Nixon would rise to power. “How much violence was there in Nazi Germany,” Mae asks rhetorically, “before the old Germany, the center of theater, opera, philosophy, poetry, psychology and medicine, was destroyed? How many incidents took place that were not coincidental before it was called Fascism? What were the transitions? How many people? Was it when the first tailor disappeared? Or librarian? Or professor? Or when the first press was closed or the first song eliminated? Or when the first political science teacher was killed coming home on his bike? How many incidents happened there that were perfectly normal until people woke up and said, ‘Hey, we’re in a police state!

We’re going on strike,” I announced. “And we’re not coming back inside until Joey Harrington is suspended. I don’t know what else because I’m too angry to think!” Mr. Feinman stuffed his hands in his pockets. “Huh.” He looked at the other students. “Is that what you all want?” “Man!” Clyde exclaimed, shaking his head. “I’ve got some demands, all right.” “Are we going to get in trouble for missing class?” asked Samantha Klinger, one of the gamers who kept pink streaks in her hair. Mr. Feinman shrugged. “I’d say yes. The real question is what if you win?” “We need an anti-bully committee,” said Bryce Smith, a theater kid with thick glasses. “Made up of students and teachers so bullies have to answer to someone other than the principal. So there’s no favorites.” The class murmured an agreement. The students behind me seconded the motion. “So go,” Mr. Feinman said. “Go and fight for your education, then.

Music centers you,” I whispered to an empty car, staring at his front door. “You listened to your iPod between classes and while you sat on the bleachers before school every morning.” I smiled, letting more tears run down my cheeks and thinking back to him and his black hoodies, looking so dark. “You love popcorn. Almost every kind and flavor but especially with Tabasco sauce,” I said, remembering the times he would come into the theater where I worked. “You hold the door open for women—students, teachers, and even old ladies coming out of Baskin-Robbins. You love movies about natural disasters, but they have to have some comedy in them. Your favorite one is Armageddon.” I swallowed and thought about how little I’d ever seen Jax truly smile. “And while you love computers, it’s not your passion,” I concluded. “You love being outdoors. You love having space.” My whole face hurt, the last words barely audible. “And you deserve someone who makes you happy. I’m just not that person.

The fact that no one made demands on her knowledge in her special field was lucky for Simochka. Not only she but many of her girlfriends had graduated from the institute without any such knowledge. There were many reasons for this. The young girls had come from high schools with very little grounding in mathematics and physics. They had learned in the upper grades that at faculty council meetings the school director had scolded the teachers for giving out failing marks, and that even if a pupil didn't study at all he received a diploma. In the institute, when they found time to sit down to study, they made their way through the mathematics and radio-technology as through a dense pine forest. But more often there was no time at all. Every fall for a month or more the students were taken to collective farms to harvest potatoes. For this reason, they had to attend lectures for eight and ten hours a day all the rest of the year, leaving no time to study their course work. On Monday evenings there was political indoctrination. Once a week a meeting of some kind was obligatory. Then one had to do socially useful work, too: issue bulletins, organize concerts, and it was also necessary to help at home, to shop, to wash, to dress. And what about the movies? And the theater? And the club? If a girl didn't have some fun and dance a bit during her student years, when would she do so afterward? For their examinations Simochka and her girlfriends wrote many cribs, which they hid in those sections of female clothing denied to males, and at the exams they pulled out the one the needed, smoothed it out, and turned it in as a work sheet. The examiners, of course, could have easily discovered the women students' ignorance, but they themselves were overburdened with committee meetings, assemblies, a variety of plans and reports to the dean's office and to the rector. It was hard on them to have to give an examination a second time. Besides, when their students failed, the examiners were reprimanded as if the failures were spoiled goods in a production process—according to the well-known theory that there are no bad pupils, only bad teachers. Therefore the examiners did not try to trip the students up but, in fact, attempted to get them through the examination with as good results as possible.

The rest of us do “high school theater.” Lou does “theater.

She likes to use the word “realistically” which I come to realize is a rationale, an excuse, to not plan ahead because much of what she might want for herself, upon reflection does not seem realistic.

Cynicism is romanticism turned sour.

If you’re comfortable you’re doing something wrong - you have to be in it for the heart.

Volpe expands their worldview and shows them that struggle and suffering are universal, but so are hope and resilience.

He does not tell her how. He never does. It is the essential aspect of his genius as an educator. The world is full of people who cannot wait to tell you what they know. What animates Volpe is creating moments for his kids to figure it out for themselves. His ego, though not small, allows for great patience. Very few high school directors could be more versed in theater, more knowing about what the finished product should look like. But he lets his kids find their own way there. His

Magnus had caught it gingerly, half expecting it to blow in his face. The Teacher chuckled. "Don't worry, it can't do anything without fire." The thing looked and felt pretty innocuous, actually. It was shorter and fatter than a candlestick, and not colored red like it was in the comic books or the new Technicolor cartoons that still ran at the cinema every Saturday afternoon. Magnus had no money for such things anymore, but sometimes he and Kiki- another boy who worked for the Resistance- sneaked into the theater through an unlocked window.

Maybe that kid was in the back of the ensemble and he wasn’t even good, or he was an abomination. I don’t care. He was onstage and he was having a ball, and I’m absolutely thrilled because I’ve taken that kid to a place he never imagined and may never be again.” •

Everything now has to be fully accountable,” Peter Plagens, a New York painter and art critic, told the online magazine Salon in a 2012 story on the declining status of the artistic classes in America. “An English department has to show it brings in enough money, that it holds its own with the business side. Public schools are held accountable in various bean-counting ways. The senator can point to the ‘pointy-headed professor’ teaching poetry and ask, ‘Is this doing any good? Can we measure this?’ It’s a culture now measured by quantities rather than qualities.” Jonathan Lethem, the novelist, lamented

In April 2012, The New York Times published a heart-wrenching essay by Claire Needell Hollander, a middle school English teacher in the New York City public schools. Under the headline “Teach the Books, Touch the Heart,” she began with an anecdote about teaching John Steinbeck’s Of Mice and Men. As her class read the end together out loud in class, her “toughest boy,” she wrote, “wept a little, and so did I.” A girl in the class edged out of her chair to get a closer look and asked Hollander if she was crying. “I am,” she said, “and the funny thing is I’ve read it many times.” Hollander, a reading enrichment teacher, shaped her lessons around robust literature—her classes met in small groups and talked informally about what they had read. Her students did not “read from the expected perspective,” as she described it. They concluded (not unreasonably) that Holden Caulfield “was a punk, unfairly dismissive of parents who had given him every advantage.” One student read Lady Macbeth’s soliloquies as raps. Another, having been inspired by Of Mice and Men, went on to read The Grapes of Wrath on his own and told Hollander how amazed he was that “all these people hate each other, and they’re all white.” She knew that these classes were enhancing her students’ reading levels, their understanding of the world, their souls. But she had to stop offering them to all but her highest-achieving eighth-graders. Everyone else had to take instruction specifically targeted to boost their standardized test scores. Hollander felt she had no choice. Reading scores on standardized tests in her school had gone up in the years she maintained her reading group, but not consistently enough. “Until recently, given the students’ enthusiasm for the reading groups, I was able to play down that data,” she wrote. “But last year, for the first time since I can remember, our test scores declined in relation to comparable schools in the city. Because I play a leadership role in the English department, I felt increased pressure to bring this year’s scores up. All the teachers are increasing their number of test-preparation sessions and practice tests, so I have done the same, cutting two of my three classic book groups and replacing them with a test preparation tutorial program.” Instead of Steinbeck and Shakespeare, her students read “watered-down news articles or biographies, bastardized novels, memos or brochures.” They studied vocabulary words, drilled on how to write sentences, and practiced taking multiple-choice tests. The overall impact of such instruction, Hollander said, is to “bleed our English classes dry.” So

One part of the study looked specifically at the impact on students involved in theater. Between ninth and twelfth grades, their reading levels increased at a rate of 20 percent more than a cohort of similar students—as measured by academic ability and socioeconomics—who were not getting arts education. The authors theorized that the theater students benefited by spending time “reading and learning lines as actors, and possibly reading to carry out research about characters and their settings.” In 2011, the President’s Committee

some ways, this is the most difficult aspect of the role; it demands that Mariela portray a wealthy, professional, and mature woman, accustomed to control and decorous behavior, whose world has just been upended by her own child. One of Volpe’s favorite things

There are amazing stories of people who made it from the bottom to the top. But what happens on average? What is the chance of somebody from the bottom making it to the middle or somebody from the top who doesn’t work going down? In terms of basic statistics, the U.S. has become less a land of opportunity than other advanced industrial countries . . . All markets are shaped by laws and regulations, and unfortunately, our laws and regulations are shaped in order to create more inequality and less opportunity.

series The March of Time visited

I’m sorry, but this is musical theater, guys. Okay? You’ve just got to do it all.

Well into my teaching career, I learned that good and bad play are usually a matter of having a script that works or one that needs to be rewritten. Once you begin to depend on storytelling and story acting, you start looking at your classrooms as theater. The children are constantly imagining characters and plots and, when they have a chance, with each other, acting out little stories. You can look at the children and yourself as actors. "Well, this hasn't worked. We'd better think of a better way to pretend this story." What seems to be a chaotic scene, one we might call bad play, is simply a scene that lacks closure for one or more characters. The teacher's role is to help the children make up a new scene. The children become used to the teachers - or even other children - saying, "This isn't working. We need to tell the story of what were doing with each other. What characters are we playing? And what needs to be played in a different way so that the play does not have to stop?" (via a Meghan Dombrick-Green interview with Vivian Paley 2001)

Let’s revisit my conversation with Theater Director, Teacher, and Actor Terry Martin and the Meisner Technique. According to Terry, he encourages his students to seek a pivotal place when they are truly present in the moment and access their emotional impulses. He does this by describing emotions as E-motion. Energy in motion. Because they are constantly changing, emotions are powerful but momentary. By accessing these emotions, his actors find a way to tell a story in their unique way. He cautions that emotions only create a block if they are restrained. For example, my attempts to silence my emotions prevented me from accessing my mind and held me in a painful state. He teaches his students to understand the emotional journey by accepting their emotions.

The idea that a gun can “save” anyone in any situation has always seemed suspect to me. A gun is a passive instrument; it does what it’s told to do by a human. And humans make mistakes. I picture a home invasion, someone in bed, asleep, who wakes suddenly to find a stranger in the dark perched over the bed. How does the gun get into the homeowner’s hands? How does the safety get turned off? How does the bullet find its way into the target in those sheer seconds? Maybe it’s a quiet house; the homeowner is awakened, reaches under the mattress, silently gets out the gun, silently clicks off the safety, silently tiptoes downstairs. He can hear the thief, but the thief cannot hear him. Silently, he finds the thief holding a flat-screen TV and he shoots. Maybe it’s a movie theater. Guy walks in in the dark, starts shooting. Somewhere in the audience is another gun, a good guy. He shoots, too. Maybe it’s a hotel room. Guy starts shooting. A dozen people in the crowd have guns, but they’re good guys. Good guns. They start shooting back. How do you identify the good from the bad? The intentional from the accidental? Maybe it’s a sniper at a gas station. Someone with a Toyota has a gun. He’s a good guy. He shoots, too. Maybe it’s a kid, and another kid has a gun. A good kid with a gun. A good teacher with a gun. How do you know, how do I know, how does anyone know who is who, and which gun is which, in those panicky milliseconds? Where to run, how to hide? How does a plastic seat with a fabric top stop a bullet anyway? A car door? A locker door? A speaker? A particle board desktop? Doesn’t matter who’s good and who’s not. Bullets have no moral preference.

If her theater teacher could only see her now… Well, they’d probably have me arrested, but they’d also be pretty fucking impressed.

Teachers Who Purport to Believe That Writing Can't Be Taught. When you hear a teacher say that writing can't be taught, run to another workshop. Again, the craft of writing — just like the crafts of music, dance, painting, film, theater, etc. — can be taught. Have you ever heard someone say, “Why on earth are you taking piano instruction? Music can't be taught”? Of course not, but you hear this nonsense all the time about writing. What is especially pernicious about this pervasive idiocy is that many of the teachers hired (often by the most high-profile institutions) purport to believe this. Why do I say purport to believe? Because the idea is something that only stupid people would actually believe, and none of these writers is stupid. But if you believe that writing can be taught, then you have to figure out a way to teach it, and that requires work — and a lot of it — even before the workshops begin.

You’ll like Drama,” Alex promised a couple of hours later. We were walking across a wide swath of green lawn that separated the school’s Little Theater from the main classroom building. “Mr. Barnes, the teacher, is great. He makes the whole thing really interesting and fun. Even the performing part isn’t too humiliating.” “Gee, that’s a relief.

... both spiritual teachers and preachers fall into the trap of using imprecise, emotional mumbo jumbo—if you can’t define it or explain it, then it’s mumbo jumbo—to connect with an audience. The audience reads into it what they want, and it makes for good theater.

my early youth, I remember it as an Austrian way of life. Those traditions stayed on and were nurtured in the home as if Romania was only an incidental whim of history. Though the theater changed into the Romanian National Theater, which aimed to propagate Romanian literature and drama, yet all this made a difference only to the young, who learned the new language in school and became gradually knowledgeable of Romanian culture. The administrators, officers and teachers who had been sent from the "Old Kingdom" to make the regime work, they became a new intelligentsia and started to effect a gradual changeover from a German to a Romanian life style.

WREN and LEWIS MAIN CHARACTERS WREN: Woman, age 35. Listener. List maker. Timekeeper. Strives to control the course of events with illusions and intangibles: willpower, pragmatism, hope, and love. LEWIS: Man, age 35. Theater teacher. Treehouse dreamer. Director. Playwright. Failed actor, that is, until now, the performance of his lifetime.

The life which [Jesus] now lives in the Gospels is simply the old life lived over and over again. And in that life we have no place; in that life we are spectators, not actors. The life in which Jesus lives in the Gospels is after all, for us, but the spurious life of the stage. We sit silent in the playhouse and watch the absorbing Gospel drama of forgiveness and healing and love and courage and high endeavor; in rapt attention, we follow the fortunes of those who came to Jesus laboring and heavy laden and found rest. For a time, our own troubles are forgotten. But suddenly the curtain falls, with the closing of the book, and out we go again into the cold humdrum of our own lives… with our own problems and our own misery, and our own sin, And still seeking our own Savior. Let us not deceive ourselves, A Jewish teacher of the first century can never satisfy the longing of our souls. Clothe Him with all the art of modern research, throw upon Him… modern sentimentality; and despite it all, common sense will come to its rights again, and for our brief hour of self-deception - as through we had been with Jesus - will wreak upon us the revenge of hopeless disillusionment.

Party time Part 1 After school, we go to Maddie’s. When we were little, like freshman year and even some of the sophomore year, we would sometimes stay in her room and put on x-out and pluck out eyebrows into that fine little line, and color our hair with highlights, and order pizza, cramming down as much as we could eat. Those days are going, we can’t get fat. Now Jenny hardly eats anything, and if she does, she can hardly keep it down. I think maybe that’s what I get so lightheaded, I only eat like once a day now. Jenny back then had a little extra around the middle, and now you can see her ribs, she even has that two-defined line on her tummy that goes into her underwear. I remember sneaking around late at night in her hose stealing a cookie from the jar on the top shelf in the old wood cabinet, that is also where her mom would hide her cigarettes that Jenny loved also, and the condoms were in a trinity box on top of the fridge, I sorry but I find that hilarious. At that time, we would stretch out on one of her, old enormous worn-out couches and watch, TV or movies until we fell asleep in our nightshirts’-the TV in Maddie’s living room is like 80 inches it’s like being in a movie theater our legs tangled together under an enormous fleece blanket. Maddie and liv are always entangled more passionately than Jenny and me on the loveseat! Maddie has an ancient TV in her room from the 1990s. It sucks and is small, it’s one of those with the big back on it, and the color is green, like looking into a fish tank. It’s funny her mom and dad don’t have money blinds on the windows, yet they have a big ass TV. You can sometimes see the people in the next condo overlooking us like we can see them get busy in their room! Yet nothing beats the hot guy taking a leak in room 302, he looks to be in his late twenties. He takes the boxes off at 10 pm and we get a free show. He knows we can see him because he makes it look inflexible and you are no more personable. Jenny and we girls love to press upon the glass, and just have fun and be a little crazy, like lifting our nighties and flashing the goods. Facebook stocking gets boring quickly anymore, so some nights the webcam comes out too. After her mom and dad are asleep… I like it’s more fun to be bad! Like we all have profiles and fake names because none of us are eighteen yet. Any- how’s mine is ‘Angel Pink Wings 01’ Maddie goes by: ‘Mad kitty 69’ Jenny goes by: ‘Ms. Little Lover 14’ Liv goes by: ‘Olivia O 123’ Yet everyone knows her by Liv so that name is okay- I guess. We make good money- ‘Double Clicking the Mouse.’ You would not believe all the pervs on this cam the site, just wanting to see us doing it. Like old guys like our PE teacher! Man- that I didn’t even think about how to turn on a computer. Just like him, I guess they need too to see more of us close up. We have our checks mailed to Jenny's college boyfriend’s PO Box. Me this is what I do and yes- I come for you all, I just put in fake blue hair dye in, and have fake long lashes, and put in my blue contacts, and you don’t even know me. And then pen in more eyebrows. Fake, fake, fake, fake FAKE! Boys don’t like it when you fake it or do, they look at me, that's why I am Bi.

Party time Part 1 After school, we go to Maddie’s. When we were little, like freshman year and even some of the sophomore year, we would sometimes stay in her room and put on x-out and pluck out eyebrows into that fine little line, and color our hair with highlights, and order pizza, cramming down as much as we could eat. Those days are going, we can’t get fat. Now Jenny hardly eats anything, and if she does, she can hardly keep it down. I think maybe that’s what I get so lightheaded, I only eat like once a day now. Jenny back then had a little extra around the middle, and now you can see her ribs, she even has that two-defined line on her tummy that goes into her underwear. I remember sneaking around late at night in her hose stealing a cookie from the jar on the top shelf in the old wood cabinet, that is also where her mom would hide her cigarettes that Jenny loved also, and the condoms were in a trinity box on top of the fridge, I sorry but I find that hilarious. At that time, we would stretch out on one of her, old enormous worn-out couches and watch, TV or movies until we fell asleep in our nightshirts’-the TV in Maddie’s living room is like 80 inches it’s like being in a movie theater our legs tangled together under an enormous fleece blanket. Maddie and liv are always entangled more passionately than Jenny and me on the loveseat! Maddie has an ancient TV in her room from the 1990s. It sucks and is small, it’s one of those with the big back on it, and the color is green, like looking into a fish tank. It’s funny her mom and dad don’t have money blinds on the windows, yet they have a big ass TV. You can sometimes see the people in the next condo overlooking us like we can see them get busy in their room! Yet nothing beats the hot guy taking a leak in room 302, he looks to be in his late twenties. He takes the boxes off at 10 pm and we get a free show. He knows we can see him because he makes it look inflexible and you are no more personable. Jenny and we girls love to press upon the glass, and just have fun and be a little crazy, like lifting our nighties and flashing the goods. Facebook stocking gets boring quickly anymore, so some nights the webcam comes out too. After her mom and dad are asleep… I like it’s more fun to be bad! Like we all have profiles and fake names because none of us are eighteen yet. Any- how’s mine is ‘Angel Pink Wings 01’ Maddie goes by: ‘Mad kitty 69’ Jenny goes by: ‘Ms. Little Lover 14’ Liv goes by: ‘Olivia O 123’ Yet everyone knows her by Liv so that name is okay- I guess. We make good money- ‘Double Clicking the Mouse.’ You would not believe all the pervs on this cam. the site, just wanting to see us doing it. Like old guys like our PE teacher! Man- that I didn’t even think about how to turn on a computer. Just like him, I guess they need too to see more of us close up. We have our checks mailed to Jenny's college boyfriend’s PO Box. Me this is what I do and yes- I come for you all, I just put in fake blue hair dye in, and have fake long lashes, and put in my blue contacts, and you don’t even know me. And then pen in more eyebrows. Fake, fake, fake, fake FAKE! Boys don’t like it when you fake it or do, they look at me, that's why I am Bi.

It was as if, when I sang, Dad forgot for a moment that the world was a frightening place, that it would corrupt me, that I should be kept safe, sheltered, at home. He wanted my voice to be heard. The theater in town was putting on a play, Annie, and my teacher said that if the director heard me sing, he would give me the lead. Mother warned me not to get my hopes up. She said we couldn’t afford to drive the twelve miles to town four nights a week for rehearsals, and that even if we could, Dad would never allow me to spend time in town, alone, with who knows what kind of people. I practiced the songs anyway because I liked them. One evening, I was in my room singing, “The sun’ll come out tomorrow,” when Dad came in for supper. He chewed his meatloaf quietly, and listened. “I’ll find the money,” he told Mother when they went to bed that night. “You get her to that audition.

East Side High became well known some years ago when its former principal, a colorful and controversial figure named Joe Clark, was given special praise by U.S. Education Secretary William Bennett. Bennett called the school “a mecca of education” and paid tribute to Joe Clark for throwing out 300 students who were thought to be involved with violence or drugs. “He was a perfect hero,” says a school official who has dinner with me the next evening, “for an age in which the ethos was to cut down on the carrots and increase the sticks. The day that Bennett made his visit, Clark came out and walked the hallways with a bullhorn and a bat. If you didn’t know he was a principal, you would have thought he was the warden of a jail. Bennett created Joe Clark as a hero for white people. He was on the cover of Time magazine. Parents and kids were held in thrall after the president endorsed him. “In certain respects, this set a pattern for the national agenda. Find black principals who don’t identify with civil rights concerns but are prepared to whip black children into line. Throw out the kids who cause you trouble. It’s an easy way to raise the average scores. Where do you put these kids once they’re expelled? You build more prisons. Two thirds of the kids that Clark threw out are in Passaic County Jail. “This is a very popular approach in the United States today. Don’t provide the kids with a new building. Don’t provide them with more teachers or more books or more computers. Don’t even breathe a whisper of desegregation. Keep them in confinement so they can’t subvert the education of the suburbs. Don’t permit them ‘frills’ like art or poetry or theater. Carry a bat and tell them they’re no good if they can’t pass the state exam. Then, when they are ruined, throw them into prison. Will it surprise you to be told that Paterson destroyed a library because it needed space to build a jail?

When I walked out of the movie theater I started thinking about my second-grade teacher, Miss Bernard, who used to put up paintings from almost all of the other boys and girls in my class on the classroom walls—paintings that she considered worthy—but she never put up one of mine. She never told me why or gave me an encouraging word, but I got the message: “You’re no good at art, Jerry.

Along the way, he published a novel about the music business with the title Sweetie Baby Cookie Honey.

In school, we are all taught to stay in our seats until we are dismissed, which enables teachers to maintain discipline and create a more orderly classroom. But these lessons in conformity can hurt us later in life. Much as you look for the fire exits in a theater or hotel, it is wise to always keep looking for socially acceptable exit options.

As I was saying,” Ashlynn said loudly, “your Drama Club teacher asked me to do an acting exercise with you.” “Excuse me!” Jazmine raised her hand. “Excuse me!” “Yes?” Ashlynn looked over our way. I scrunched down again. “We’re not all Drama Club students,” Jazmine said. “Many of us have an important mathletes competition. Perhaps our time would be better served if we left now to go study.” Jazmine started to stand up. “Sit down, Ms. James!” Mrs. Burkle’s voice boomed. “This cultural experience is valuable for all Geckos. You will remain.” Jazmine sighed and sat back down. “Ha-ha,” Sydney sang under her breath. “I’ll share a theater exercise I learned in my exclusive acting class with world-renowned acting coach Harriet Greenspan,” Ashlynn said. “Hm, I will need some volunteers to assist me.” I could not have slumped down any farther without being under my seat. “First, the girl who already volunteered,” Ashlynn said. She pointed at Jazmine. “What?” Jazmine sputtered. “I didn’t volunteer.

The first few weeks of school were always surreal, like you landed on an alien planet with strange teachers and unfamiliar classrooms, even though the lockers and cafeteria seemed familiar.

When teachers participate in a literary experience with a professionally presented children's play, they are offering their students a text quite different from anything that they will experience within their classrooms. Within this literary experience, teachers join as equals with their students, and each, as audience members within the darkened space of the performance, create their own poems to hold within themselves or share with others.