The Arts As Meaning Makers: A Critical Analysis

“Tell me, I forget. Show me, I remember. Involve me, I understand.” When discussing academic instruction, this old Chinese proverb accurately underscores a vital element to successful learning-Engagement. Increasingly, schools are looking towards drama to better engage students in the classroom and boost academic achievement.

In their book, ‘The Arts as Meaning Makers’, Claudia E. Cornett and Katharine L. Smithrim suggest that the use of drama in the classroom spurs higher concentration and comprehension levels as a direct consequence of the increased engagement. They argue that drama has the power to build the problem-solving faculties of students, to not just be taught but to also question. Besides direct benefits, they also point out several soft advantages of using theatre to impart

In it, they shared the story of the Integrated Arts Academy (or IAA), based in Burlington, Virginia. The public school, as the article explains, has been experimenting with blending art and drama into core subjects like geometry and science for close to 7 years now. It is seeing results from the experiment not only in the form of better grades but also higher engagement from students and their families. Before IAA became an arts-integrated school, only 17% of its third-graders were able to measure up to NECAP, Vermont’s standardized test. Five years later, 66% made the cut, exhibiting the required proficiency. To further the integration of art and academia, the school is also fostering partnerships with the local art community in Burlington, rolling out artist-in-residency programs, which in turn ensure a thriving art scene. Bobby Riley, Principal at IAA, is hopeful more schools will be willing to adopt his path-breaking