Abstract:
This project explored the benefits/impact of an out-of-school time theater program on the development of civic dispositions in the youth participants. Drawing on Augusto Boal’s (1973) Theatre of the Oppressed, as well as my own experiences as a performer and educator, I piloted a dialogue-based theater program for upper elementary and middle school students (ages 9-13). The program used theater exercises and creative activities to help young people develop both intra- and inter-personally, nurturing their civic capacity and relational abilities. Grounded in participatory and anti-adultist methodologies, the project facilitation centered youth voice and emphasized relational and creative approaches to civic learning. I collected data in the form of interviews and observational field notes, focusing on the youth and their pre-existing knowledge, opinions, and actions. Through analysis of my observations and the youths’ reflections, I found that theater practices can in fact nurture in young people a confidence and heightened relational capacity that contributes favorably to their civic dispositions. Findings revealed how theater can serve as a tool for building civic dispositions among elementary-aged students in an out-of-school-time program.
