1. Readers' Theater: A Teaching Strategy for Health Educators Kathleen M. Lux, PhD, RN, BC, CHES Jane B. Hutcheson, MS, RN Capital University Department of Nursing Columbus, OH

2. Objectives Identify 3 components of readers’ theater Identify 3 components of readers’ theater State 2 outcomes of readers’ theater State 2 outcomes of readers’ theater Discuss a readers’ theater presentation Discuss a readers’ theater presentation Identify an assessment strategy Identify an assessment strategy

3. History Began in the late 1940’s as an option to live theater which would be more accessible to people. Began in the late 1940’s as an option to live theater which would be more accessible to people. In the 1960’s, RT became popular in college theater departments where it spread to secondary English education. In the 1960’s, RT became popular in college theater departments where it spread to secondary English education. These graduates brought RT scripts into high school English classes. These graduates brought RT scripts into high school English classes. From there, RT has recently been used to assess student literacy and has moved into elementary and middle schools. From there, RT has recently been used to assess student literacy and has moved into elementary and middle schools.

4. Uses and Outcomes RT a low cost teaching strategy RT a low cost teaching strategy Is effective in several different academic disciplines to improve language arts. Is effective in several different academic disciplines to improve language arts. It has been used in English, Social Studies, Medical and Nursing Schools. It has been used in English, Social Studies, Medical and Nursing Schools. Can be used to educate about different cultures. Can be used to educate about different cultures. Fosters a love of reading and provides a fun way to teach facts, history, social issues, ethics and/or health. Fosters a love of reading and provides a fun way to teach facts, history, social issues, ethics and/or health.

5. Readers’ Theatre A scripted, formalized story-telling experience. A scripted, formalized story-telling experience. Involves the oral presentation of text by two or more readers. Involves the oral presentation of text by two or more readers. Provides the opportunity to look into and thoughtfully contemplate a story as viewers from the outside Provides the opportunity to look into and thoughtfully contemplate a story as viewers from the outside The goal is to stimulate thinking about the stories so cast and audience can engage in meaningful discussion. (Savitt, 2002) The goal is to stimulate thinking about the stories so cast and audience can engage in meaningful discussion. (Savitt, 2002)

6. Readers’ Theater Does not involve the use of scenery, props or costumes Does not involve the use of scenery, props or costumes Relies on vocal ability of the readers to paint a picture of the characters Relies on vocal ability of the readers to paint a picture of the characters Readers sit or stand for emphasis, otherwise no body movements, gestures or eye contact Readers sit or stand for emphasis, otherwise no body movements, gestures or eye contact

7. Readers’ Theater Read from a script Read from a script Oral dramatization weaves and connects the voices creating an affective learning environment. (Pardue, 2004) Oral dramatization weaves and connects the voices creating an affective learning environment. (Pardue, 2004) “Like radio drama, audience members imagine the scenes taking place before them.” (Savitt, 2002, pg xv.) “Like radio drama, audience members imagine the scenes taking place before them.” (Savitt, 2002, pg xv.)

8. Preparation Can be done in advance Can be done in advance Can be done in class Can be done in class Each reader has own script Each reader has own script Is helpful to highlight individual lines Is helpful to highlight individual lines Readings vary from a few minutes to 30 minutes Readings vary from a few minutes to 30 minutes

9. Discussion of Script Health educator poses questions to generate student thinking about issues and messages imbedded in the play Health educator poses questions to generate student thinking about issues and messages imbedded in the play Questions can be found with script (Savitt, 2002) or composed by cast or educator Questions can be found with script (Savitt, 2002) or composed by cast or educator

10. Outcomes of Readers’ Theater Helps participants and audience understand feelings and emotions of the characters Helps participants and audience understand feelings and emotions of the characters Provides opportunity for reflection and group discussion Provides opportunity for reflection and group discussion Heightened connection of learners to the situations Heightened connection of learners to the situations Engaging teaching strategy Engaging teaching strategy

11. Reader’s Theater in the Class Room Use of readers’ theater with students in a health education class. Use of readers’ theater with students in a health education class. Death by Chocolate Death by Chocolate Does anyone want to Does anyone want tovolunteer?

12. Lights! Cameras! Action!

13. Questions Discussion Questions Discussion Questions What are Jim’s unhealthy lifestyle behaviors? What are Jim’s healthy lifestyle choices? What are Jim’s unhealthy lifestyle behaviors? What are Jim’s healthy lifestyle choices? What do you think of Jim’s behavior after his health risk assessment? If you had been Jim, what would you have done? What do you think of Jim’s behavior after his health risk assessment? If you had been Jim, what would you have done?

14. Questions continued What role does the dream play in Jim’s health behaviors? What role does the dream play in Jim’s health behaviors? How do individuals make their lifestyle choices? How do you change lifestyle behaviors? How do individuals make their lifestyle choices? How do you change lifestyle behaviors? What decision do you think Jim will make and why? What decision do you think Jim will make and why?

15. Assessment Strategies For process evaluation, the teacher notes how many students participate in the group discussion. For process evaluation, the teacher notes how many students participate in the group discussion. Death by Chocolate can be used to stimulate discussion of the students’ lifestyles. Death by Chocolate can be used to stimulate discussion of the students’ lifestyles. To engage students in their own learning, they can write a short script about a health behavior change they want to make. To engage students in their own learning, they can write a short script about a health behavior change they want to make.

16. Assessment Strategies Another way to incorporate RT into learning is to have students journal on their health behavior change process. Another way to incorporate RT into learning is to have students journal on their health behavior change process. Journal assignments could include directed questions related to RT content. Journal assignments could include directed questions related to RT content. Or, a short evaluation form may be used to check for changes in students’ attitudes or knowledge. Or, a short evaluation form may be used to check for changes in students’ attitudes or knowledge.

17. Objectives Identify 3 components of readers’ theater Identify 3 components of readers’ theater State 2 outcomes of readers’ theater State 2 outcomes of readers’ theater Discuss a readers’ theater presentation Discuss a readers’ theater presentation Identify an assessment strategy Identify an assessment strategy

18. References Hutcheson, J. (2010) Death by Chocolate, Non published Readers’ Theater script. Hutcheson, J. (2010) Death by Chocolate, Non published Readers’ Theater script. Pardue, K. (2004). Introducing readers’ theatre! A strategy to foster aesthetic knowing in nursing. Nurse Educator, 29 (2), 58 -62. Pardue, K. (2004). Introducing readers’ theatre! A strategy to foster aesthetic knowing in nursing. Nurse Educator, 29 (2), 58 -62. Savitt, T. (Ed.). (2002). Medical readers’ theater, a guide and scripts. Iowa City, University of Iowa Press. Savitt, T. (Ed.). (2002). Medical readers’ theater, a guide and scripts. Iowa City, University of Iowa Press.