Not one on pen and paper — but a contract signed by each student’s respect for their friends and marked by “acting right.”

In a continued partnership with Chautauqua Institution through the Kennedy Center Partners in Education program, Jamestown Public Schools hosted two impactful teacher workshops and student demonstration classes in October. These sessions, which emphasized arts integration, reached approximately 150 educators and 150 students, aiming to enrich learning in both core academic subjects and the arts.

The partnership, which began in 2016 has expanded to include offering professional development opportunities for teachers during the district’s in-service days.

“We are so grateful for this continued partnership with Chautauqua Institution,” said Jennifer Hobbs, JPS Coordinator of School Improvement and Innovation. “Arts integration is such an important key to engaging students and the professional development opportunities made possible by Chautauqua have already helped our teachers and students make great progress.”

Washington Middle School teacher Christina Lewis works with students during a “tableau” exercise with Chautauqua Institution.

The first workshop, held October 3 and 4, featured Emily Smith, who presented “Acting Right: Building a Cooperative, Collaborative, Creative Classroom Community Through Drama.” This dynamic approach encouraged students to apply the discipline and focus of an actor to the classroom setting, helping them control their bodies and minds, improve focus, and strengthen their ability to work collaboratively.

Maddyson Nugent, a second grade teacher at Lincoln Elementary School, attended the in-service opportunity on October 4 with Smith. In the days since, she’s implemented the “actor’s mindset” into her everyday classroom routines.

“The ‘Acting Right’ process has significantly strengthened the learning expectations in my classroom and empowered my students to take ownership of their learning,” Nugent said. “It encourages students to choose positive behaviors and explicitly teaches essential life skills such as self-control, accountability, and cooperation.”

Nugent has already seen “remarkable growth” in her students’ ability to focus, collaborate effectively, and express their learning in creative and engaging ways.

“This process has brought a fresh and enjoyable dynamic to our classroom,” she said. “I’m eager to continue implementing the Acting Right process and to see how it further supports my students’ growth and learning journey. This experience has truly shown me how incredible my students can be when they are equipped with the right tools.

Practicing these principles — including how to concentrate — “help us ignore distractions,” “help us learn,” and “show that we’re ready for the day,” Nugent’s students responded when asked.

Later in the month, on October 31 and November 1, Kassie Misiewicz introduced “One Minute Challenge Tableau.” Using the “Acting Right” principals to create focus and establish mutual respect, this group activity gave students a chance to express their creativity by using their bodies to create frozen images representing topics they were learning in class.

Christina Lewis, a 7th and 8th grade social studies teacher at Washington Middle School, had her students visualize westward expansion using the “Tableau” method. To her, making the choice to participate has helped her achieve the goal of using new and innovative methods to engage her students.

“I was pleasantly surprised that a majority of my students jumped right in and were physically active in demonstrating the lesson,” Lewis said. “I plan on using this strategy for increasing student’s knowledge of vocabulary words. I would like my students to make a tableau of ‘assembly line’ and ‘monopoly.’ I think they retain and understand more when they are actively engaged and this strategy allows for kinesthetic learning in an appropriate way.”

Nugent, too, participated in the “Tableau” exercise with Misiewicz, who visited her class to do a demonstration. Upon her visit, Nugent’s students were “old pros” at the “actor’s mindset” needed to visualize literary principles they were learning about in class.

Doing the “Tableau” exercise helps Nugent’s students, in their own words, “work nicely with our friends and have fun,” “cooperate,” and considers each student — “We have to help and make sure everyone has a group to work in.” Why do we do tableaus?

“They also were able to explain to me how they should ask each other what part they want to be in the tableau and not have one person deciding everything,” Nugent said. “Children have endless potential, and they amaze me every day with their excitement and ability to learn new things!”

“When you connect core learning to arts learning, for many students it opens up new ways of thinking about the world,” said Suzanne Fassett-Wright, Chautauqua Institution’s Director of Arts Education. “Research shows that these strategies make learning stick more, engaging students in ways that invite them to embrace creativity and collaboration. We’re so happy to work with the Jamestown Public Schools as they pursue cutting-edge learning approaches to ensure student success.”

“When I left the training, I felt prepared and motivated to bring it to life in my classroom,” Nugent said. “The instructors have been really amazing to work with and learn from! “