Writing has always been one of my passions. When I was struggling to deal with the death of my grandfather back in my teen years, I turned to writing to deal with and address my emotions and feelings. I processed my grief, anger, and sadness by scribbling letters and words onto lined paper. The weight I placed upon myself after my grandfather passed away, seemed to leave my body when the black pen chaotically danced upon the paper, revealing more of my true emotions and feelings. Aside from music, writing was one of my main outlets. It served a purpose that blossomed into a passion. I love crafting creative stories, sculpting poems, and constructing expository pieces. Writing has always been my jam, like the first song on Thursday’s Full Collapse album.
While I dabbled in multiple writing forms over the years, one genre I tried to avoid, like any country song ever made, was drama. I just didn’t get plays. What purpose do they really serve? The character development is usually quite weak and the setting is so bland and gray. I used to view plays as the unnecessary form of writing, like any movie starring Brad Pitt. They seemed so mundane and artificial. I just didn’t get drama. So, as a teacher, I avoided teaching a play or even introducing the writing form for many years. I let my bias of the art form influence my choices in the classroom. Because I didn’t like plays, I would make sure that my students felt the same way. Well, back then anyway. Then, a co-teacher of mine from a few years ago opened my eyes to the genre. “We should introduce drama to our students. We should read a play altogether as a class,” she suggested. So, as I valued her opinion, I listened. I remembered reading the play 12 Angry Men by Reginald Rose many moons ago when I was in high school and not totally hating it, unlike any play ever penned by Shakespeare. So, I grabbed a copy and refreshed my memory. It was short and contained enough roles for every student in our class. Plus, a few of the boys would have the opportunity to curse. They’d like that. So, we went with it. The students loved it. You would have thought we gave them an extra free period to play games. They couldn’t get enough of it. That was quite a few years ago, and I have taught this play ever since. Each year the students in my class have a blast acting out and performing this play. They love examining the symbolism of the eighth juror and the anger some of the men in the jury room possess. So it seemed that my dislike of plays and drama started to transform into something else. I’m not willing to say that I like plays now, but I do have space in my writing heart for the genre now.
As we completed reading 12 Angry Men in class earlier this week, I realized that we still had class time together prior to our March Break. Instead of beginning our new unit on the Middle East Region, I decided to give the students a chance to try creating their own play. As we analyzed Rose’s masterpiece over the past two weeks, I knew that the students understood the form of drama and how it works. So, why not have them take a crack at writing their own play? It seemed like a rather cutting edge idea. I liked it. So, I did it.
Today, I explained the assignment that laid ahead of them: “Now you have the chance to be like Reginald Rose. You get to create your own play. Perhaps you’ll want to rewrite a scene from 12 Angry Men or update it or maybe you’ll want to craft a parody of 12 Angry Men. If none of those ideas seem to tickle your fancy, you could always craft an original play about something completely different. You get to choose. So, choose an idea that is exciting. Pick a topic that will be fun for you to write.” After fielding some questions, the students got right to work. I could tell that some of the boys were very excited about the prospect of crafting their own play. One of the students asked the class if it would be okay for him to use their names in his play. The students gave him the big thumbs up. While most of the students quickly whipped open their laptops and started feverishly typing as though their life depended on it, a few of the students sat, staring at a blank screen for many minutes. No ideas seemed to come to them. They were stuck. Rather than provide them with ideas, I let them struggle through. They were getting to what I like to call the sweet spot. When students begin to struggle with a task or assignment, they either shut down, misbehave, sit motionless lost in thought, or persevere. As long as students don’t have a meltdown in the classroom or start distracting their peers, I know they’ve hit the sweet spot. The point at which the neurons in their brain begin to sizzle with creativity. Sometimes, students stay stuck in this sweet spot for a while, until the right idea comes to them, but when it comes, oh man. It’s awesome! You can almost see the mental wheels begin to turn. The creative juices flow through them like sweat from the brow of an athlete in the heat of competition. After twenty minutes of staring at a blank computer screen, those three stuck students, found their idea. They worked through the struggle to find that one special idea. Then, even they couldn’t be stopped. They kept writing and writing. Some students had several pages of their original play finished by the end of the sixty minute work period. They were on fire.
Many of the students were so excited by what they had begun to create, that they felt the need to share what they had with me or a peer. During the Morning Break period, instead of taking a break to get a snack, use the restroom, or check their email, several of the students stayed in the classroom working on their play. At that same time, I noticed a few of the students gathered around one student’s computer screen. Usually, this means they are playing a game or doing something they shouldn’t be doing. I waited a few moments before checking on the situation. Giggling erupted from the group of students as they stared at the computer screen. “What are they doing now?” I thought to myself. Then, when I walked over to find out what was going on, I realized that they were reading a play that one of them had written. It was titled 12 Angry Bunnies and was a parody of the play we had read. Bunnies were in cage deliberating on a case involving another bunny. It was quite original and funny. The boys were so into this playwrighting exercise. I was in awe. The genre that once felt like a thorn in my side, was now being enjoyed by my students. They had so much fun writing their own, unique masterpiece. It was amazing. My students were taking to drama like I took to Coheed and Cambria and City and Colour. Was it me? Did I help to inspire them? I may be a really cool educator with a lot of fantastic talents, but an inspiration? Really, I doubt it. I think it was 12 Angry Men. They enjoyed this play so much that it inspired them to want to create their own play. When at first some of the students seemed stuck or even a little frustrated about having to write a play, they all ended the period enamored by this genre that I wouldn’t be surprised if some of them continued working on their play over the upcoming break. Who knew that something I used to loathe could turn into a teachable moment and fun for my students. Maybe I’ll some day learn to like country music and share my new love with my students. Yah, no. Country music is not for me and never will be. Frankly, it should really not be for anyone, unless there are people out there who like when their ears bleed.