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| Graduation at Radio City Music Hall! |
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| Certificate of Distinction awarded to Andrea Bertola |
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| On the stage at Radio City Music Hall! |
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| Graduation at Radio City Music Hall! |
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| Certificate of Distinction awarded to Andrea Bertola |
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| On the stage at Radio City Music Hall! |
Advanced Directing
New York University
Educational Theatre Program
Dr. Nancy Smithner
May 14, 2010
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| Putting on my cap & gown in the Rockettes’ dressing room at Radio City Music Hall! |
Valedictory Celebration 2010
Alt. Student Speaker SpeechTo paint the most vivid picture of the daily life of my fellow Steinhardt graduate students, I would like to begin by reading a few Facebook ‘status updates’ that I have collected from my classmates over the 2009-2010 school year:
“I spend more time with William Shakespeare than I spend with my boyfriend. Houston, we have a problem.”
“My bed is multi-functional. It is simultaneously acting as a study hall, a library, an Internet café, a Trash Receptacle, and a late-night diner. The one thing it’s not functioning as? A place to sleep. ”
“Does anyone have a skeleton of a cat, a feather boa, an 18th century globe, or a CD with ‘sounds of the subway’ that I can use in a scene for class tomorrow?”
And finally, my favorite:
“200 pages read, 200 to go, 5 hours til class… Why am I on Facebook right now?”
In all seriousness, I stand before a dynamic group of hardworking, ambitious, inspiring graduates who have devoted their lives and made many sacrifices to be where they stand today! I am humbled to be chosen as the student representative of the Steinhardt class of 2010 and I would like to offer my heartfelt congratulations to my colleagues and peers. We did it!
Did you know the United Nations proclaimed 2010 as the “International Year of Youth”? This is an effort to harness the energy, imagination and initiative of the world’s youth in overcoming the challenges facing humankind. I’m just glad that I didn’t have to give the graduation speech last year. 2009 was declared the International Year of the Gorilla! This year, with the “International Year of Youth” the UN aims to encourage dialogue and understanding across generations and to promote the ideals of peace, respect for human rights and freedoms, and solidarity. What an appropriate year for this year’s class of Steinhardt Students to graduate! Those goals of the UN are the very same ones many of today’s graduates have dedicated their lives to, via their studies here at NYU. As Dean Brabeck wrote in her open Letter to the Secretary of Education, “The Steinhardt School of Culture, Education, and Human Development embraces the vision of educating the whole child. The faculty and staff prepare professionals to work collaboratively across the fields of education, psychology, health, media and the arts.”
In all of the classes I have taken at NYU, one lesson stands out amongst the rest. In the educational theatre department we had a passionate discussion about a famous speech by New York Times best selling author, Sir Ken Robinson. He is an internationally recognized leader in the development of creativity. He is quoted as saying, “Creativity now is as important in education as literacy, and we should treat it with the same status.” He spoke of how the value of the creative arts is greatly underestimated when educating our youth. Whether you are a graduating student in the department of education, psychology, health, media or the arts; I’m sure you would agree with his sentiments. In preparing our youth for their future roles in society, I can not think of one profession where creativity does not play an essential part. Consider professional careers such as: business management, architecture, advertising, marketing, media, public relations, science, psychology, engineering, and teaching. Creativity cultivates problem solving techniques used in all of these occupations; it is an essential part of innovation and invention. Personally, I believe the most influential benefit of encouraging creative self expression in our youth is its unique ability to cultivate personality growth while promoting self confidence. With that self-confidence, our youth will be empowered when they are encouraged to dedicate themselves to fostering progress towards the United Nation’s goals of freedom, peace, and solidarity for all of humankind.
Being a student in Steinhardt’s award-winning Educational Theatre program, as theatre arts educators, we aim to support the growth of imagination in our youth by using creative drama to foster a learning environment where creativity can blossom. Every single week, I watch in awe as my classmates work with the youth of New York City. The passion and dedication that they pour into their work is truly life changing. You don’t need to look any further than on the faces of the children, faces that light up at the chance to creatively express themselves. Children who tell us—they feel as though they are genuinely being heard— for the very first time. Life changing, one child at a time.
All Steinhardt graduates, in every department, know the value of creativity in inspiring youth. The creative solutions of prior generations – from a musician’s improvisation to our professors’ sometimes eccentric solutions to pedagogical problems – have inspired us thus far. Now we have the opportunity to go out into the world and are well equipped to inspire future generations with our own creative solutions in the arts, in education, in psychology, and in the media, just as the United Nations suggested.
Today, the 2010 graduates of the Steinhardt School of Culture, Education, and Human Development leave NYU eager and ready to fulfill our roles as leaders in this exciting field of human development. We live during difficult times in an ever changing world and we are ready to make a difference. I am confident that the Steinhardt School has given us tools, inspiration and motivation to tackle the goals of the “2010 International Year of Youth”, not only in 2010 but for the rest of our lives. Yes we can!
Now, I have one final Facebook status update* for you today. This is from my own account and was posted this morning. It says, “Farwell, NYU… and Thank You. From the bottom of my heart.”
* Alternate Ending:
Take out my cell phone and actually update my facebook status at the end of the speech. While I read the last line…
After notes:
This scene was such a stretch for me and I was cringing while I watched the scene. It went against every bone in my body to rely so heavily on the emotional work with my actress. I have never used a bare stage and those first minutes of her exploration killed me! I was afraid the audience would be bored! I had to trust myself and trust our work. I was rewarded as I watched the faces of the audience and they seemed to be captivated! Success!
Jacob Levy Moreno
(born Bucharest, Romania, May 18, 1889; died New York, USA, May 14, 1974) was an Austrian- American leading psychiatrist and psycho sociologist, thinker and educator, a Sephardi Jew born in Romania, the founder of psychodrama, and the foremost pioneer of group psychotherapy. During his lifetime, he was recognized as one of the leading social scientists
What is Drama Therapy?
The use of theatre techniques to facilitate personal growth and promote health
Often, drama therapy is utilized to help a client:
• Solve a problem
• Achieve a catharsis
• Delve into truths about self
• Understand the meaning of personally resonant images
• Explore and transcend unhealthy patterns of interaction
Role Theory
A perspective in sociology and in social psychology that considers most of everyday activity to be the acting out of socially defined categories (e.g., mother, manager, teacher).
Bibliodrama
Bibliodrama is structured in five steps. The steps are a progressive journey into the text. They begin with description, continue by gradually immersing the
players into character, and culminate with playing out a scene. Finally, the
players are debriefed and what has been learned is reviewed through the step
labeled, “Closure.” An important aspect of Bibliodrama is that any of the steps
may be chosen to fit into a lesson without the other steps, or in combination, as
suits the leader, time constraints, or dynamics of the group
Puppetry in Therapy
The puppet becomes a mediator, with the potential to reach the child and provide an acceptable outlet for expression of feelings. Often a child is too young or frightened to verbalize the complexity of medical treatment. A puppet becomes a friend who can touch, comfort, and react to what the child thinks or feels. By entering the child’s world of fantasy and imagination, a puppet can help to identify fears and misconceptions and teach children about what is happening to them. We will examine the drama therapeutic projective technique and theatrical technique of puppetry
Define projection
Projective identification is the process whereby a person identifies with a character in a story.
Dramatic distancing
refers to the way that emotional and psychological problems can be accessed easier through metaphor. The client has a distanced relationship through metaphor to these problems that makes them easier to tolerate.
Psychodrama
Psychodrama’s core function is the raising of spontaneity. is a form of human development which explores, through dramatic action, the problems, issues, concerns, dreams and highest aspirations of people, groups, systems and organizations. It is mostly used as a group work method, in which each person in the group can become a therapeutic agent for each other in the group. The audience is fully involved with the dramatic action. Audience involvement is either through personal interest in the concerns of the leading actor, called the protagonist; or through playing some roles of the drama which helps the protagonist; or taking the form of some of the other elements of the drama
Sociodrama
is a dramatic play in which several individuals act out assigned roles for the purpose of studying and remedying problems in group or collective relationships.[1] It was developed by social scientist Jacob L. Moreno to explore sociological interests using the techniques he originated in Psychodrama for Psychology
Playback Theatre
is an original form of improvisational theatre in which audience or group members tell stories from their lives and watch them enacted on the spot. Playback Theatre is sometimes considered a modality of drama therapy. Founded in 1975 by Jonathan Fox and Jo Salas. Fox was a student of improvisational theatre, oral traditional storytelling, psychodrama and the work of Paulo Freire.
Doubling
is a technique where a participant, perhaps asked by the psychodrama director, supplements the role (self, role reversal) of the the protagonist, usually by standing behind the them and saying things that the protagonist might want to say or is withholding. In this way one is able to hear things that may (or not) reflect what they feel or think. Thereby, the doubling can help provoke abreactive and mental catharsis, insight, and transformation
Developmental Transformations
Developmental Transformations is a practice involving the continuous transformation of embodied encounters in the playspace. Designed to enhance personal growth through improvisational free play, the method has been developed by drama therapists over the past twenty years. Generally, Developmental Transformations is attractive to people who like to (or who want to) play, move around, and make noise during their sessions
Emotional narrative vs. Literal Narrative
Dance-based warm-up: called “Down.”
• To play “Down,” have your group assembled in a large circle
• Take turns–or, collectively as a group, you’re going to sing this song:
• At that point in time then, whoever in the circle has the focus is going to ask another person this following sequence of interactions:
Person 1: Hey, Andrea.
Person 2: Hey, what?
Person 1: Hey, Andrea.
Person 2: Hey, what?
Person 1: Show me how you get down.
Person 2: No way.
Person 1: Show me how you get down.
Person 2: Ok.
ALL: D-O-W-N. That’s the way we get down. Uh-huh. D-O-W-N. That’s the way we get down. Uh-huh.
Person 2: Hey, Melissa.
Person 3: Hey, what?
Person 2: Hey, Melissa.
Person 3: Hey, what?
Person 2: Show me how you get down.
Person 3: No way.
Person 2: Show me how you get down.
Person 3: Ok.
ALL: D-O-W-N. That’s the way we get down. Uh-huh. D-O-W-N. That’s the way we get down.
And the energy just gets passed around the circle. Everyone dances and has a good time, gets loosened up. And that’s how you play “Down.”