Logistics
My 40 minute playwriting classes occurred at the end of the school day on
Tuesdays and Thursdays and every other Wednesday, as an elective course, which
means my students chose
to take this class. I had 14 students enrolled, and several of
these students had taken a playwriting course with me in the past, or participated in a
playwriting project that I conducted embedded inside a Humanities class I teach.
For the last open response question, I wanted gauge each students emotional
engagement and ability to connect. I found that these two things were very important
traits of empathy when I was reading relevant literature, so I posed the following
question:
Describe a time that a friend of yours was in trouble. Who was this
friend? What did you do about their troubled situation, if you did
anything at all? Why?
This initial survey would then be repeated at the end of the course to measure
both a quantitative number (the EQ test) and a more qualitative piece (the open
responses). If you would like to see the exact hand-outs of both qualitative pieces (both
the initial survey and the ending survey), please see Appendix 7. The ending open-ended
questions reflected similar situations but not the same storylines as the initial questions.
During the playwriting course, students were asked to write responses to various
activities inside their notebooks which are stored in the classroom. Further, each
student planned, drafted, wrote and revised a one act play.
I read each of these pieces with an eye for the three traits of empathy that I have
narrowed down my research to in my literature review: 1) The Ability to Connect 2) The
Art of Observation 3) The Imaginative Capacity. These may appear in these writing
pieces in a variety of ways. For example, responses to the third open response question
that are lengthier, with more vivid detail, may indicate a heightened ability to observe
and imagine the other persons experiences. Responses that likened the friends
situation to the writers own experiences may indicate a heightened ability to connect.
Throughout this process, I analyzed the data in front of me from the lens I know
the best: a literature teacher with a critical eye. While I see poetry in everything my
students do, it was my hope that these methods would allow me to shine a light on the
important subject of empathy and how we can cultivate it in our students through a
creative process.