Theater Develops Creativity, Empathy, and Confidence

The performing arts have always been an outlet for actors and audiences to explore exciting, nuanced, and at times difficult themes in an elaborate and often spectacular fashion. The performance space itself allows us to escape from our reality and dive into a world wholly unknown; while our minds are free to wander and explore with a sense of momentary objectivity. While the value of a performance for an audience member is often felt from curtain draw to curtain call, how does an active role in a performance foster socio-emotional growth rooted in authenticity, empathy, and self-confidence? 

While we may not all have an affinity for the performing arts, many can recall an experience where a project hinged on the presentation of information to a group or community. Looking back we may not remember the entirety of what we were presenting, but we remember how we felt in the moment. The performing arts offer us a chance to develop critical skills related to presentation and recovery. When deep in a performance mistakes are bound to happen, the key is how we recover. Julia Savacool shares her insight on children engaging with performance. “When something goes wrong during a show, kids learn to improvise. I tell them it's not about never making a mistake; it's about never letting the audience see your mistake.” (Savacool) In any aspect of life, it would be disheartening to expect perfection. Placing the importance on recovery lends itself to a reinvigoration of mistakes. What at first seemed to be a misstep is now a chance to practice adaptability and improvisation; both critical skills in the development of socio-emotional growth and interpersonal relationships. 

Developing any new skill can be fraught with challenges, though we often carry on knowing the outcome is worth the effort, and “if you help your child define success as being willing to try something new, the idea of messing up isn’t so scary.” (Savacool) The same can be said of less tangible ideas such as confidence. While the adage goes, “practice makes perfect” a more apt phrase may be “practice makes pattern.” Developing confidence early in skills related to presentation, performance, and improvisation is key to retaining these developments later in life. As children are presented with opportunities to explore, perform, and present, they are breaking difficult stigmas and barriers that can often impede engagement later on. Performance offers us a chance to face our worries with an open heart and an understanding that we will adapt in the face of adversity. 

While the development of adaptability and presentation skills are readily acknowledged by performers worldwide, what may be unmentioned is the integrality of performance as play. Theater offers us a chance to engage with new ideas and difficult themes in a way that is free from the restraint of personal ties. The objectivity, however brief, that an audience member feels is essential in being able to detach oneself from their world and worries, and dive into an uncharted experience. Savacool describes this experience as “a very safe way for kids to try out certain feelings - and take ownership of them - while playing the role of someone else.” (Savacool) This ability to step into a life not our own is essential in developing lifelong empathetic skills. Learning to embody an unfamiliar feeling or experience helps us rationalize others' feelings even when we ourselves are not directly related. “In performing the part of someone else, they learn what it's like to think like that other person. I've worked with shy kids who are able to blossom on stage and express themselves in a way they aren't comfortable doing around their peers.” (Savacool) Whether we are playing a different version of ourselves, or a different person entirely, performance is rooted in an understanding of empathy and the ability to accept and embrace a role or perspective different from our own personal experience. 

At Cedarwood Waldorf, self expression is encouraged in many forms. In our preschool communities, oral storytelling is a foundational aspect of our curriculum as children use imaginative play to share stories, build shared narratives, and create a sense of belonging through their use of performance as play. With a foundation in performance and presentation set early on, our children are able to integrate their presentation skills into many aspects of their curriculum. Presentations throughout the grades like those about shelters in third, or animals in fourth, and even the states in fifth grade lead our children to have confidence in their ability to create, adapt, and present in a variety of settings. 

The breadth of the performing arts is not limited to the benefit of a singular moment or experience; but rather provides a foundation upon which we and our children can build ourselves up into confident, compassionate, and empathetic beings with a passion for performance and presentation. The ability to step into an unknown world and dive deeply into an unfamiliar role allows us to broaden our perspective and embrace new, diverse experiences. 

Written by Brandon Bednarek