Video Spotlight

“Yes, and.” “Go before you’re ready.”

 

In a drama classroom, these phrases often begin as exercises, simple prompts to keep a scene moving. Over time, they become something more. They shape how students listen, how they respond, and how they move through uncertainty. What starts as a game becomes a way of thinking.

 

This is the work happening in high school drama programs across our communities.

 

I recently sat down with Amy James of Mountain View High School and Kate Torcom of Redmond Proficiency Academy, along with two of their senior students, Milo Olsen and Charlotte Fairbanks. What emerged from our conversation was not just a discussion about theatre, but about what students will carry with them beyond it, from daily life into their futures.

 

For both teachers, the path into drama education was not always direct. Kate shared that it was something she “fell in love with by accident,” after initially pursuing acting and realizing that the most meaningful moments were not on stage, but in guiding students. Amy spoke about rediscovering theatre later in life and recognizing its broader impact, not just as an art form, but as a way to teach skills that translate far beyond performance.

 

That impact was echoed by the students. Milo has been in theatre at MVHS since his freshman year. After a book sparked his interest in working backstage, he worked his way into becoming their stage manager this past season. Charlotte began drama at eight years old and recently played the role of Sharpay Evans in the RPA production of High School Musical. While in middle school she was able to tour backstage at an RPA show, and she knew immediately that she wanted to join as soon as she got into high school. Both students shared how they have found their place in drama and they agreed the friendships and lessons learned will last a lifetime.

Some of the lessons that carry on outside of the classroom include empathy, active listening, being present, and collaboration. Amy described empathy as something developed through the process of stepping into a character and considering their perspective, their motivations, and the world they inhabit. It is an exercise in understanding someone else’s point of view, practiced repeatedly through rehearsal.

 

Alongside that, Amy asks her students to listen closely, remain present, and respond with openness. The “Yes, and” mindset becomes a broader approach to working with others. Rather than shutting ideas down, students learn to build on them, adapt, and move forward together. Over time, these habits contribute to measurable growth, both within the classroom and beyond it.

 

Kate described a strong emphasis on ensemble-building at Redmond Proficiency Academy, not only to strengthen performances, but to give students a framework for working together outside of her classroom. The same collaboration and problem-solving required in rehearsal often carry into other academic settings. She also encourages her students, through the use of Viewpoints exercises, to “go before you're ready.” Instead of ruminating in those moments, and overthinking decisions, live in the moment, have faith, take a step forward and trust in the people around you.

 

It was a privilege to hear these teachers speak so clearly about the work they value and the purpose behind it and then to turn and see the students beside them, already reflecting that impact. Charlotte and Milo's confidence, thoughtfulness, and presence spoke as much as any words shared during the conversation. What is happening in these classrooms is making a difference, one student at a time.

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The spring musicals at both schools were executed with a level of care and clarity that is not always expected from high school productions. I attended Little Women the Musical at Mountain View High School and found it to be one of the most compelling versions I have seen. The performances honored the traditional characters while bringing a sense of nuance that made the story feel newly relevant. For the first time, I fully understood why Jo and Laurie's storyline unfolds the way it does.

 

At Redmond Proficiency Academy, I brought my daughter to a sold-out performance of High School Musical. From the opening number, it was clear that the cast functioned as a true ensemble. The sense of teamwork extended beyond the stage and it translated directly to the audience. There is something uniquely meaningful about experiencing these performances with my family. After the shows my daughter often asks if she can talk to the cast. It's clear that the students are not just performers, they are role models. The accessibility of these productions matters as well. Ticket prices are affordable, the content is appropriate, and the experience is immediate and personal.

 

The simplest way to support these programs is also the most effective: show up. Sit in the audience. Pay attention. Applaud the work.

 

Drama education is a core part of CoCreated. While I offer after-school classes, it is clear that for many students, school-based programs are their first, sometimes only, point of access. As school budget cut discussions continue, these programs are often placed at risk. What is at stake is not just performance opportunities, but access to the skills, community, and sense of belonging that these classrooms provide. I am on a mission to keep theatre accessible to all, I hope you will join me!

A:  Where have you been?  

A:  What did it say?  

A:  Why shouldn’t it?  

A:  Have I ever let you down before?  

A:  Are you going to tell me?  

A:  What are you getting at?  

A:  Who can you trust?  

A:  You can’t figure it out?  

A:  Why would I do that?  

A:  Why not right now?  

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