The Triangle Project: an original work at the New York UniversitySteinhardt School of Culture, Education, and Human Development

The Triangle Project, an original work at the New York University Program in Educational Theater Black Box Theatre is a production not to be missed!  Nimbly directed by Dr. Nan Smithner and crafted by a creative cast, the play was a combination of storytelling, acting, physical theater, music, song and environmental theater.  Rather than create a docudrama about the Triangle Shirtwaist Factory fire, which erupted on the corner of Washington Place and Greene Streets in March 1911 killing 146 workers, the performance offered a metaphorical response to the tragedy of the fire.

Ironically, it was the premature arrival of snow on Saturday evening that forced the opening act to be held inside; however, the change of venue did not detract from the show’s directive:  audience members were divided into groups and we “traveled” the timeline with our character hosts, introducing us to people, places, problems, and predicaments.  Rotating from one theatrical locale to the next allowed each audience member to be intimately invested with each new introduction – hearing their personal dilemmas and delights as immigrants who came to America to live better lives.

The arc of the plot delivered:  the second and third acts carefully cut the pattern, seamlessly unfolding what we all knew would end tragically and yet, hoped all throughout the action that some how, some way, it wouldn’t.  Subtle details were delicately dropped by each character:  the butcher who was a fireman, the wedding proposal, the large ring of keys jostled by a menacing supervisor, a lit cigar, untended piles of fabric scraps – all carefully woven only to come crashing down on its victims, simultaneously crushing the audience’s sensibilities to tears. 

How could this have happened?

Indeed.  The play echoed 9-11 sentiments, the Occupy Wall Street protest, the paradox of America’s immigration policy -- a timely piece meant for all to see. To learn.  To reflect.  That is the power of educational theater and I urge you to not miss this opportunity to witness the passionately powerful message of The Triangle Project!

Heartfelt congratulations to the cast and crew! You make us all proud!

The show will run November 3 - 5, 2001 at 8 PM. For tickets, contact NYU Ticket Central at www.nyu.edu/ticketcentral/calendar, 212.352.3101, or in person at 566 LaGuardia Place (at Washington Square South).

What was your reaction to the show?

Time, Maturity and the ARTS Can Work with ADHD

In an October 25^th Newsday letter to the editor, Donna Ricci,a mother from West Islip  was urged to medicate her son for displaying attention deficit hyperactivity disorder behavior by his elementary teachers, school psychologist and school officials.  She resisted: “I would sit there in tears, never believing it.” She  believed that her son would grow out of it with time and maturity. He did. With diet, nutrition, and flexible learning strategies, her son, now 15 thrives. 

She concedes how teachers can become frustrated with having to discipline students while trying to teach the required curriculum and how too much is expected of young children.  She asked, “Why must so much be crammed into a young brain, not developed enough to absorb information on a permanent, sustainable level?” She suggested re-examining the educational system, instead. 

Seven or eight-year-old boys are immature and wild with energy; yet, this is perceived as abnormal behavior?  As a middle school teacher and a mom of an active “speed demon” son (an observation from his then first grade teacher) I understood, as did she, how boys need to fidget and move.  When I taught 8^th grade English, I made sure that some time during a class session students were given the opportunity to get up and move around.  Drama strategies facilitated all of my class lessons to insure that students had an opportunity to take ownership of their learning utilizing an  integrated arts praxis pedagogy. A correlation could be drawn to improved testing  results on New York State ELA scores.

Ross Rosenfeld’s opinion that some children need more structure is noteworthy; however, Ricci added how sports, music lessons and the like are fundamental in helping train the brain to focus.  Case in point:  “Our son has been taking guitar lessons for two years, and his grades have improved significantly.” 

Let’s hear it from you:  Do you think ADHD behavior  is exaggerated and overly diagnosed? How does integration of the arts help to encourage learning?

Testimonial #6: Irene Sole

How has your life been indelibly touched by a teacher who utilized the arts for whatever reason and acknowledge how they were instrumental in breaking the mold to allow you to become who you are today?

Dr. Brann Wry, Director of the Performing Arts Administration program at NYU. He brought the real life challenges that Arts organizations have in the economy and how we, as Arts advocates, can meet those challenges with sound business decisions in order to perpetuate a thriving Arts community.

How are the arts re-igniting your community and sparking innovation and creativity in your local schools?

Frankly, I'd like to see more emphasis on Arts programming in the local and borough levels. I'd like to see a broad spectrum of neighborhoods involved in local projects such as theatrical and musical performances and visual displays of creative projects. There are pockets of these projects around the Boroughs but it needs to become more widespread which will enable a wider participation to explore creativity. The flip side has equal importance by the exposure to Art and to see the creative experience manifested. Therefore, striving toward the objective to instill the understanding of the need and importance of Art in our lives.