"Chemistry on stage"--A strategy for integrating science and dramatic arts

School Science and Mathematics, Dec 1995 by Budzinsky, Fie K

1. On the subject of interdisciplinary approach

* "It feels more realistic and more related to the real world instead of being just plain old chemistry".

* "It would be easier to learn things more quickly, and it probably would be more fun because it's not the normal boring style of teaching."

* "I liked that fact that you could work with your friends and that I learned a lot from this project. If we had to do something in the lecture method, I don't think I would have remembered any of it"

2. On the subject of memory:

* "I was able to pick things that will help me in chemistry and history. It's easier to remember it by seeing it live."

* "I'll remember the information better because it was more along the lines of how I like to learn."

* "I remember the facts and ideas by linking them to the visual aspect of the plays."

3. On the subject of favorite chemistry activity:

* "The stage project because I was able to do something creatively on my own. I think I perform better this way, and I enjoy the research (strange huh?) and seeing the finished product. I also feel like I accomplished something."

* "I liked the chance to work with another person or other people to bring a scientific event or work: of an individual to life."

* "'Chemistry On Stage', because it was academic as well as fun once you got into it, and it's also fun to learn by being actively involved in the learning process."

* "I learned a lot and you a really surprised because while you a doing it, it's all fun and you don't ever realize how much work you've really done."

Results of simple surveys like the one that was administered certainly cannot be used to make universal conclusions; however, they stimulate certain questions: Should lecture be the prominent teaching style? Should the teaching of discrete subjects continue to be the backbone of educational structure or should we integrate the subject area material in ways that better effect real-world settings? Do students remember more when they are provided with opportunities to choose topics, direct the learning process, and have fun in a learning environment? The student responses seem to provide evidence for certain answers to these important questions.

Summary

The success of the interdisciplinary project was far greater than expected. The initial fears of possible student disinterest we clearly dispelled after the first mini-production was completed. The pride and self confidence students displayed while on stage and the energy spent on details such as period costuming, wigs, overheads of antique chemistry equipment, and humorous anecdotal information, showed the students' commitment to learning as much as possible from this project. Student cooperation in an assignment of this nature is essential. They used each others' strengths and recognized that all efforts, no matter how small, made the final outcome better. Mutual respect at all levels was enhanced as the participants, as well as the audience, saw others in a different light. T environment was more student-directed, less threatening, and therefore, more fun.