Make ‘Em Laugh
Kathleen Milne | Norwalk High School - Norwalk, CT
The classroom, like a stage, is where all performances have the potential for high drama or comedy. I believed theater techniques as learning strategies would help map out paths the students could use to make their way through school, interpersonal challenges and life. So I used my Fund for Teachers grant to participate in a comedy workshop with The Second City Group in Chicago. For ten days, I was part of a group of 13 (including other teachers from Ireland, Russia and Brazil) who learned improvisational performance and writing techniques. My goal was to enhance students' creative and interactive skills for a new story telling class and after school comedy club. And our first club met last week!
Leaving for my fellowship last July, I envisioned the Simon & Garfunkel lyrics “They all went to look for America” as the sound track to my journey. I started out thinking I was to find some idea, some anecdotes, some answer, some deliverables to bring back to my colleagues, my school and to Fund for Teachers. But as Glenda said to Dorothy before leaving OZ, all I needed to go home was to use what I already possessed. I thought I was going to find the holy grail of comedic creativity and what I found at every turn was the confirmation that I had been a creative creature all along and that teaching was my medium.
Every morning at around 5 a.m., I sat in the hotel lobby and wrote my comedy sketches. The only people up were the ones catching flights or going to some conference. One day, a conference lady came over to where she'd seen me working for a week and a half. I was hoping she thought I was some ace reporter or novelist or comedy pro trying to make a daily deadline. She said she didn't want to interrupt, but she just had to find out what I was doing. Then she asked, "Are you a teacher?” I explained that I was a teacher and an FFT Fellow studying at Second City. She said only teachers could be up and going at full speed at this hour and that she, too, was a teacher. Those people I'd seen every morning revealed they were master teachers from all over the country, called in to observe the Chicago Public Schools system. One by one, they came over to share in one way or another their love of teaching. They were impressed with my comedy credentials, but even more excited that I was a teacher.
Through studying writing and improv in an intensive program, I learned at break-neck speed what works in pressurized performance situations.The originator of this technique was a teacher in the late1920's in a WPA program. Her mission was to help immigrant student populations from various countries integrate into her class and feel secure enough to learn new skills for a new world. This is my goal as well. With a new 90 minutes block schedule at school this fall, I had the time to introduce a few unexpected exercises, such as making unusual body shapes during an impromptu class photo.The idea was to fit in by standing out. The classes bonded more quickly when having fun and are already sharing out their own group work with confidence, cooperation and style.
At Open House when speaking to parents about the new film and digital storytelling class, I mentioned that film and TV are like the radio and firesides of our past where we can experience something communally and then analyze our different experiences. One parent after another said they wish they could take my class. Then another said she would organize a film night where students, parents and the community could watch a movie together then have a discussion about it. They saw this as an opportunity to not only interact with their children, but also bring their experience and point of view to the table. The possibilities of improv techniques applied to my life brought openness, flexibility and coherence to my school experiences and are already producing results for students, parents and teachers.
As a result of my fellowship studying the art of improvisation, I have learned to trust my instincts more and stop editing or rationalizing my creative process before I have even begun. Initial ideas are invaluable for performance and problem solving in any arena. Whether in or outside a class environment, too often we edit our responses before we give them voice because we are afraid to be wrong or not fit some formulaic answer. When working creatively in a supportive group it is ironic that individual talents and contributions are valued even more. No longer is it a singular race to the top because the group evolves with each individual discovery. In the initial stages of creating an improv scene, we were trained never to say no and never second guess an idea because there will be time for re-shaping and editing later.
My also journey helped me reestablish the idea that the beginning of learning is about the process not the product. My improv training challenged my preconceived notions about my students’ needs, as well as my purpose as a teacher.
Learning is not linear but circular, in that we all continually circle back in order to refine thoughts and ideas. The audience is an important part of the circle, as well, because it is the call and response, the editing the reshaping, the sounding board that helps to focus, clarify and verify what we have actually communicated.The total group experience creates an environment of support, rather than competition against opponents. Instead of a fear inspiring eat-or-be-eaten brinkmanship, the process becomes one where every student feels more confident to try out ideas and practice skills and be less concerned about making a death defying hole in one every time. The leaders change depending on the skill or challenge and everyone voice has a chance to be heard. Instead of an adversarial approach, improvisation builds on everyone's strengths without forfeiting quality, accountability and authenticity.
As a result of these experiences I see a teacher's role now as conductor who helps students be heard as a part of a greater symphony. There is no hierarchy of information or contribution, as we all have a part in creating the music or the joke or the paper or the presentation or the classroom lesson. And creating comedy together is like riding a roller coaster; it's exciting and scary then, after a few screaming good laughs, you feel happy to be human.
