Everytime my parents talk about my childhood, they never leave out thefact that I was the story teller in the family who never fell shortof experiences or narratives to tell my family, friends and visitors.Despite being the last child in a family of three, I was never shy,but most outspoken of the three children. When I joined school, thisnever changed and I was always the first to volunteer in class whenit came to storytelling sessions. There are numerous photos andvideos of me making people laugh as I narrated about movies or showsI had watched, or incidents that had happened at home.
AsI grew older and learnt to read, I developed a need to know more andcould always ask for story books from my parents on my birthday, overChristmas and during shopping sprees. While little girls went crazyabout dolls and frilly dresses, my attention was always drawn to moreand more story books. By the age of seven, I had grown a substantiallibrary of storybooks that I could not part with. With advancement inage though, I began incorporating reality into my reading, slowlyditching fiction, feeling that it was too predictable.
Itwas at this point that I was introduced to history books, whichtotally changed my life. History was more real, challenging andprovided a continuous narrative with no ending. All events built oneach other, and they presented things that I could relate to my life.It intrigued me when I learnt about my ancestors, other parts of theworld and their different cultures.
Withtime, I began identifying with some of the heroes and heroines of thepast, often wishing that I could accomplish some of the achievementsthey made. This made me to be a very focused and goal-oriented personfrom an early age. My teachers realized this trait from an early ageand began assigning me leadership positions and there my strong bonefor responsibility was born (Teachhub.com).
Expressingmy thoughts and ideas through drama is probably my strongeststrength. This is because my mind is always creating the most uniqueand creative ideas that tend to express my thoughts and views ondifferent aspects of life. I also happen to be rather observant andoften find myself picking up details that other people did not evennotice in the first place (Teachhub.com).
Myinterests in drama have shaped my life as I have met very many newpeople in the course of my academic life. In my church, I have beenpart of the drama club since an early age, and currently I hold theposition of the creative department leader. This has added to myexperience since I get double criticism, at school and at church.
Thecompetitive nature of drama has also exposed me to expert criticismfrom judges during school drama competitions. Acting has exposed meto different roles that are representative of diverse personalitiesand cultures, something that has taught me how to appreciate otherpeople, their opinions and their ways of life. Diversecultures have contributed to additional insight as I explored the waythey live their lives as well as their motivations in life (Nathan,433).
Asan adult I believe that history and drama, my biggest interests inlife, are related in that drama may be used in teaching history bycreating interest through investing in enjoyment and involvement.This can be attained through drama. On a professional level, I wouldreally like to be a teacher of drama and history. As the world goesdigital with the ever advancing technology, it is becomingincreasingly easy to ignore the things that are sensitive to thehuman side of us. More concentration and effort is continually beingdiverted to industrialization, information technology, politics, andfinancing other sectors in the economy (Mc Guinn 174).
Inschools, the students who appear more conversant in science andmathematics subjects are considered more brilliant and academicallyendowed than those who excel in the arts subjects. Persons who divertfrom these apparently major fields are considered weak and unfocusedin life. While nothing could be farther from the truth, it isunfortunate that this is slowly becoming a proven theory. However, myintention is to grow and nurture the usefulness of history, drama andother fields that promote some degree of personal expression asopposed to computerization and automation of life’s issues (Nathan452).
Withtime, I intend to join the higher levels of education administration,particularly at the policy making level. When policies are made tofavor, encourage and appreciate the arts, there is bound to bedecreased bias on these subjects in schools because teachers will beforced to teach according to the set curriculum. At the end of itall, the schools will produce all rounded citizens that are able toequally balance and blend computerization, automation and technologywith some degree of humanity (Crisafulli and Bam 84). I am hopefulthat my efforts, together with those of like-minded individuals willgo a long way in making a difference.
Crisafulli,L.M. and Bam, K. Women’sRomantic Theatre and Drama: History, Agency and Performativity.New York: Ashgate Publishing. 2011. Print
McGuinn, N. TheEnglish Teacher’s Drama Handbook: From theory to practice.New York: Routledge. 2014. Print
Nathans,H.S. TheOxford Handbook of American Drama. Oxford:Oxford University Press. 2014. Print
Romano,L., Papa, L. and Saulle, E. 12Fascinating Ways to use Drama in the Curriculum.Web. http://www.teachhub.com/12-fascinating-ways-use-drama-curriculum