Week 2: Bringing Authentic Intellectual Work to Life in the Theatre Classroom

AIW in the Classroom 

Learning about Authentic Intellectual Work (AIW) has been validating as an arts educator.  This instructional framework emphasizes constructing knowledge, engaging in disciplined inquiry, and producing work with value beyond the classroom. As art educators, we incorporate this regularly into our curriculum.  We are "makers," after all.  AIW gives teachers--not just in the arts field-- guidance on how to motivate, engage, and inspire students to think creatively while applying new skills and knowledge to the world around them.  

Research supports the impact of this approach. In multiple studies, we see that incorporation of AIW into the learning environment has positive affects on learning outcomes.  According to Newman, King, & Carmichael, who conducted multiple studies from 1990 to 2003, the overall results indicated "The more teachers expect from students, the better the students' performance" (p. 26). 

One of my favorite units in the drama classroom is an example of integrating the AIW framework.  Students are placed into groups and assigned a one-act play to analyze using Aristotle’s six elements of drama: plot, character, theme, diction, music, and spectacle. I then task them with becoming "directors," and developing an overall look/feel for the show if they were to be in charge.  As they develop their directorial vision, they interpret the text, connect it to historical and artistic context, and articulate their creative choices all which culminate in a final group presentation. In addition, I incorporate technology into this design process.  Students then work together to design digital presentations using Canva to demonstrate how thier artistic choices support thier overall script analysis.  

This entire process teaches things such as: effective group collaboration, reasoning skills, presenational skills, time management, and fosters unlimited creativity.  All of which extend the benefits of this unit well beyond the classroom.  

This unit also aligns closely with Kolb’s Triple E Framework.  Students are engaged and highly motivated, because not only is there a possibility I will select their one-act as our featured performance the following year, but they are actively creating and collaborating using digital resources.  The use of technology enhances student learning by giving them an opportunity to demonstrate their understanding of the learning goals. It also extends learning outside of the classroom, promoting research and presentational skills which are skills they will use throughout their lifetimes.  

1. Gaer, S. & Reyes, K. ( 2022). Finally, Some Guidance! Using the Triple E Framework to Shape Technology Integration, Adult Literacy Education, 4 (3-34). Link: https://files.eric.ed.gov/fulltext/EJ1370043.pdf
2. Newmann, F. M., King, M. B., & Carmichael, D. L. (2007).  Authentic instruction and assessment: Common standards for rigor and relevance in teaching academic subjects.  State of Iowa Department of Education. Introduction, Chapters. 1 & 2 (30 pages). Link: https://drive.google.com/file/d/1T9JNAZgLfKvXAX7JoaOJElkkZS5Xf-lp/view?usp=drivesdk
3. Office of Educational Technology. (2024). A Call to Action to Close the Technology Access, Design, and Use Divides: National Educational Technology Plan. Department of Education. Retrieved from: https://tech.ed.gov/netp