This article was originally published in the Spring 2024 issue of the GFS Bulletin.

When Jake Miller became co-chair of the Germantown Friends School Theatre Department in 2019, he was given three ambitious charges: implement a schoolwide theatre Arts curriculum; bring together theatre, dance, and film; and expand a new movement-rich, dance-informed vision of theatre education—he calls it “movement arts”—from the Middle and Upper Schools to include students in the Lower School and Early Childhood. Along with Miller, now chair, GFS administrators knew the power of a theatre arts curriculum in enhancing learning in community, that wonderful synergy that occurs when students move, express, and create together. 

While this mode of learning inspires joy and connection, its positive impact on students goes deeper, activating neural pathways that strengthen students' learning and development. Coupled with GFS’ robust Athletics and Physical Education programs, Theatre Movement Arts has set the stage for students of every age to thrive through movement. 

 

Theatre for every age

Miller and the Theatre Department team designed the Theatre Movement Arts curriculum according to childrens’ developmental phases—basic movement and play for Early Childhood students, introduction to aspects of theatre, such as narrative and the staging of a scene in the Lower School—and recruited faculty with expertise in those areas. In the last two years, with the addition of faculty members Karina Banks and Sarah Gordin, the establishment of a schoolwide Theatre Movement Arts is complete, a curricular focus unique among K-12 schools in the region. 

“While most of us think ‘plays and dance performances’ when we hear ‘theatre,’ it’s actually not about that—or at least not only,” said Miller. “It’s about the community—the shared, lived experience. We’re exposing students to new forms of creative expression while at the same time reinforcing positive relationships among their peer group, all of which powers up their experience throughout the school day.”

The movement-learning connection

Educators and parents know the benefits of movement for children firsthand. They’ve seen how a well-timed recess or visit to the park can improve a child’s energy and mood. But what is actually happening in the brain when students engage in intentional movement?

Researchers have found that the part of the brain that guides movement also influences learning. When movement is aligned with cognitive development, neurons, the powerful nerve cells that signal the body to operate, activate. More neurons are utilized and the brain pathways that bake in all we know to do, from walking and talking to studying and learning, become more efficient.

Sarah Gordin sees the magic of movement in her Early Childhood and Lower School theatre movement arts classes. On a late winter day, she led three and four-year-old students on an imaginary path through the air and water using props to explore different ways to move. 
 
A large rainbow-colored parachute became a hot air balloon ride. Students pretended that their route took them on a curved pathway, which enhances their ability to make a circular motion. They also practiced moving on a straight pathway across a tightrope, and a zig-zag pathway in an imaginary boat. 

 

The lesson explored the brain-body connection deeply. Students timed their breathing to the parachute going up and down, sensing the feel of the parachute on their skin. For upper body development, they used their arms to bring the parachute up and down; for their lower bodies, they kicked under the parachute; and for cross-lateral development, they crossed arms over each other. By moving side to side with the parachute, they built their sense of body-halves. Spinning with the parachute promoted balance. 

“Learning through choreographed movement is invaluable for children because it’s working on their physical, cognitive and social selves according to their stage of development,” said Gordin. “While they carry out specific physical skills, they’re also using their imaginations, helping to decide which movements to make, and learning how to travel on this adventure together as a group.” 

Middle School musical    

Middle School and Upper School dance teacher Karina Banks wasn’t sure how her middle-schoolers would handle some of the themes and complexities of the middle school musical, “Singing in the Rain,” but taking risks is part of the excitement inherent in a performance: You never know what will happen. 

Developmentally, middle schoolers are learning rhythm and spatial awareness as they are figuring out who they are as individuals. Banks works on getting them to the point where they can embrace the unknown. 

 

“It turned out to be so beautiful,” Banks said. “I saw so many deep connections being built. It was jaw-dropping. Kids went from standoffish and uncomfortable to sitting up close to each other and making new friends.”

On a recent afternoon, following two-nights of live performance, she taught the entire cast and crew one of the play’s dance numbers. Like other aspects of theatre, dance fosters critical thinking, collaboration and self-awareness. It also allows students to take a metaphorical breath — a release that can generate a sense of freedom, especially when students try something they’re not comfortable with. As they start learning choreography, confidence in their ability to learn new things lifts and memory skills strengthen.

The impact can extend off stage. One student’s parents told Banks that thanks to the introduction of movement arts in theatre classes, their child is now excited about school. The dancing and moving even helped them approach math class differently, the parents reported.

Crossing disciplines

While GFS’ integration of theatre across the curriculum is unique, how it’s integrated as students rise through grades and divisions stands out as well.  

Creative movement with elements of theatre, such as crafting scenes with an understanding of narrative, is added in the Lower School. Dance is introduced as part of other lessons in collaboration with teachers in history, science and other departments. This year, Lower School students learned folk dances to grow their understanding of a particular culture. 

“When you study and then do, the new information sticks better,” Banks explained. “With dance, students move their entire body to interpret and express what they’ve learned. Being active and present releases brain chemicals and helps students transition more smoothly to the next lesson or the next class.”

As Miller looks to the future of dance and movement at GFS, he sees the deepening of the program in younger and middle grades and the introduction of new dance traditions in the Upper School curriculum. While dance has always been an integral part of the co-curricular mainstage musicals, the 2024/25 catalog includes three distinct dance classes, for which students can earn Theatre or Physical Education credit (Modern Dance, World Dance, and Jazz & Hip-Hop). 

“So, truly, from our youngest learners to our near-graduates, dance can be part of how GFS students move and grow,” he said. 

What better way to set the stage for learning. 

-Eryn Jelesiewicz