The Storyteller

This post comes from the lovely Ian Antal. Ian is a first-year Open Dreamer whose positive attitude and comical aptitude are appreciated by all in his work on stage and in the classroom. This photo is Ian as Isaac Newton in our original web series, The Adventures of the Open Dream Ensemble.



Lately, I have been strongly reconnecting with the concept of the storyteller. The storyteller's responsibility in society. Why humans across civilizations and throughout history experience the natural urge to share stories, and how that sets us apart from the rest of the animal kingdom. We view our own lives as stories. And history is little more than a story itself, and is not always quite as accurate as fiction can be. The more I think about my profession as one of telling stories, the more humbled and excited I feel about the future. Theatre is a kind of church, just like the Bible can be seen as a string of stories. A strong play can be equally as rousing and redeeming as a poignant sermon, and they often communicate very similar messages with the same tools. It just strikes me as such a privilege toad be able to consider myself a professional storyteller. Working with the children has brought me back to basic lessons in storytelling. In telling a story, the audience is the ultimate partner in the space and the connection to that partner should never be lost. Children will not do you the disfavor of feigning interest. Their intuition constantly keeps me alert and on my toes.

This first week at Benton Heights Elementary has proved to be a rather smooth adventure so far. There is an intriguing vibe in the school's atmosphere. As I understand it, Benton Heights Elementary has been very active in integrating the arts in their curriculum for quite some time now, and I really like to think that it shows. Every class has displayed a strong understanding of respect for their peers and the greater school community. In terms of ensemble dynamics, every 3rd, 4th, and 5th grade class we are working with has a very strong and supportive collaborative energy. For the most part, there seems to be an intuitive respect amongst the students for each other's right to live and learn.

Over lunch today, eating amongst the children, Julianne pointed out the naturally low level of noise in the filled cafeteria and the discipline among the student body. Yet none of the teachers we have encountered here have come across as iron-fisted disciplinarians. We discussed whether the successful arts integration at this particular elementary could be directly correlating with the general stability of the learning environment. I just haven't perceived any need or urge in the students to really act out, possibly because the arts are serving the children as an effective release. Whatever it is, it seems to have rendered the students of this elementary school particularly receptive, curious, and positive.

It is a big privilege to be invited by such an institution to shake things up a bit. Just today, while Julianne and I were facilitating group work in our first 4th grade class of the day, their teacher approached us and pointed out how wonderful it was to see a number of the particularly shy students in the class taking charge on their own accord during various activities. As I observe the class dynamics and receive helpful feedback from the faculty, I am becoming more and more convinced that the energy the arts sweep into the space can be highly conducive to deep learning for the children. If nothing else, this energy offers a contrast to the routine inherent in a school schedule, while still engaging the kids with curriculum-based learning on several different levels.