New York State Funding for Arts Education Partnerships - SAP

Automotive High School and Epic Theatre Center - "Building a Culture of High Expectations"

From November 2007 to January 2008, Epic Theatre Ensemble worked with three 10th grade English classes at Automotive High School.  After seeing Epic’s professional company perform Antigone, Epic Teaching Artists Godfrey L. Simmons Jr. and Brandt Adams partnered with classroom teachers Mike Sill and Haseeb Khawaja on a major playwriting and performance residency.  On January 16, 2008, all three classes performed their own adaptations of Antigone for their parents, teachers and peers. After this culmination, classroom teacher Michael Sill reflected on four of his students:

"Having had my students perform only yesterday, the memories of the experience of having Epic in my classroom are fresh in my mind, and if they are clouded, it can only be because I’ve had a couple of misty moments in the last 24 hours. . . I believe I could write a glowing anecdote in reference to all of those who participated."

"D has been one of my best students all year. His intelligence, and the ease with which he does his work, lead him to wonder at the struggles of others. . . On the night of the performance, D. delivered a nuanced, outstanding performance. This was no surprise.  What was surprising . . . was the way in which D. worked with one of his peers that night. O. had been recently suspended, and had missed a few days of rehearsal.  D. saw him walk in (late) on the day of the performance, and walked straight towards him. I figured there was about to be an upbraiding. Instead I found him being supportive and helpful. He walked O. through the scenes they had together, allowing him to perform beautifully as well.

"R. may be D’s intellectual equal, but she certainly doesn’t seem to share his passion for learning.  In the two months before Epic came into my classroom, R. was rarely in class.  She did enough to get by, and no more. As soon as the project began, R’s attendance improved. She took on a leadership role in the classroom, and it was clear early on that she would have a starring role in our production. It remains to be seen if these effects will sustain themselves, but she recently auditioned for the school musical and she is one of a handful of sophomores who has a prominent role.

"N. was without a doubt, my most difficult student this fall. His strange behavior was topped only by his bizarre excuses for missed assignments.  He remained lethargic through about two weeks of working with Epic. Then one day, during an improvisation activity, N. shrugged off a great burden. . . I dare say he showed signs of genius. He began working to write the book as well.  The change was monumental.

"E. is a hard-worker, but he has extreme difficulty interacting with peers and adults. He took the news that we were going to be doing a play, like most things, stoically. . . E. volunteered for the role of the general. He wasn’t sure, but he said yes anyway. He threw himself into writing his role with great devotion. He labored over every word, reaching often for his tattered dictionary. He was so nervous performing for his classmates.  He continued to work hard, and his belief in himself grew.  Soon he was beaming at the praise he garnered from his peers.  On the day of the performance, his voice boomed to back row. Just today, as we reflected, E. spoke out in class discussion without being called on. It was the first time. I almost cried."