Who We Are...

Skyline High School's Theatre Program encompasses classes (Theatre Arts, Technical Theatre, & IB Theatre), three extra-curricular productions each year, the Drama Club and Thespian Troupe (Theatrical Honors Society).

Accomplishments:

- 2023: Three students ranked "Superior" at Thespy Regional Competition NW WA and have the opportunity to compete at Nationals. Three students ranked "Excellent."
- 2017 Winner of Seattle ESUUS Shakespeare Competition. (Travelled to NYC for Nationals on an all-expenses paid trip.) - 2nd Place Winners (2018, 2020, 2023).
- 2014-2022: Nominated for 15 5th Avenue Awards, including Outstanding Overall Production for Mary Poppins. 
​- 2014: Winner of "Outstanding Actress in a Leading Role" for Pippin. (Travelled to NYC for National High School Musical Competition an all-expenses paid trip.)
- 2015, 2016, 2017, 2018, 2019, 2022: "Trick-or-Treat-so-Kids-Can-Eat" Participant - collecting 9,000 pounds of food in total donated to the Issaquah Food Bank and U-District Food Bank.
- 2015, 2016, 2017, 2023 Participant in the Washington State Thespian Festival

At Skyline, we pride our program on being multiple things, including:

• Comprehensive - Students are encouraged to participate both on and off the stage. Crew and actors are seen in the same manner and on the same level; after all, it takes both to put on a great show! In class, we learn all aspects of theatre, from history to production, from acting to design, from business to direction. During extra-curricular activities, we develop thorough hands-on skills and practical knowledge to produce complete and successful performances.
• Fair - seniority has nothing to do with casting. Each show is cast based on auditions and professionalism. You can be a freshmen and earn a lead just as much as you can be a senior and be in the ensemble. Students embrace this professional environment and develop perseverance and grit in earning roles and positions, instead of being given things through entitlement.
• ​Professional - Students are taught to regard theatre as an intellectual and creative art form. Practical experience leads to a full appreciation of this discipline and teaches a solid work ethic, grit, technical skills, and social skills. Students are held to high standards and students meet these expectations by embracing this atmosphere.
• Inclusive - If you are nervous about signing up to participate in a show, just jump in! You will not regret it and you will find that our program will become your second home. Often, the only thing that keeps students from participating is their own hesitancy. As members of an artistic community, we embrace diversity in all of its seen and unseen forms and appreciate all variances in background, experience, identity, and personality.
• Volunteer Based - Everything from our sets to our costumes is created “in house” meaning that it really takes the dedication of students and parents alike to create our wonderful productions! We are a community of theatre practitioners and "it takes a village!"
• Balanced - Each season (considering  past seasons) Mrs. Fry chooses shows that lead to balance and experience in all genres. This gives many different students access to different kinds of art and opportunities. Students are encouraged to focus on achieving academic excellence as well as theatrical excellence while maintaining self-care and health. 

Benefits of a Theatre Education:

The Effects of Theatre Education  (http://www.aate.com/?page=effects)

• Students involved in drama performance coursework or experience outscored non-arts students on the 2005 SAT by an average of 65 points in the verbal component and 34 points in the math component(1)
• Drama activities improve reading comprehension, and both verbal and non-verbal communication skills
• Drama helps to improve school attendance and reduce high school dropout rates(2)
• A 2005 Harris Poll revealed that 93% of the public believes that arts, including theatre, are vital to a well-rounded education (3)
• Drama can improve skills and academic performance in children and youth with learning disabilities

DRAMA IMPROVES ACADEMIC PERFORMANCE
Numerous studies have demonstrated a correlation between drama involvement and academic achievement. In addition to having higher standardized test scores than their peers who do not experience the arts, student who participate in drama often experience improved reading comprehension, maintain better attendance records, and stay generally more engaged in school than their non-arts counterparts. Schools with arts-integrated programs, even in low-income areas, report high academic achievement.

DRAMA STUDENTS OUTPERFORM NON-ARTS PEERS ON SAT TESTS
The College Entrance Examination Board reported student scores from 2001, 2002, 2004, and 2005 using data from the Student Description Questionnaire indicating student involvement in various activities, including the arts. As compared to their peers with no arts coursework or involvement:

• Students involved in drama performance scored an average of 65.5 points higher on the verbal component and 35.5 points higher in the math component of the SAT
• Students who took courses in drama study or appreciation scored, on average, 55 points higher on verbal and 26 points higher on math than their non-arts classmates.
• In 2005, students involved in drama performance outscored the national average SAT score by 35 points on the verbal portion and 24 points on the math section. 

ATTENDANCE
Research indicates that involvement in the arts increases student engagement and encourages consistent attendance, and that drop-out rates correlate with student levels of involvement in the arts.

• Students considered to be at high risk for dropping out of high school cite drama and other arts classes as their motivations for staying in school.
• Students who participate in the arts are 3 times more likely to win an award for school attendance than those who do not.

READING COMPREHENSION
From learning to read to the in-depth study of Shakespearean literature, drama can play a significant role in the continual development of students’ reading comprehension skills. Studies indicate that not only do the performance of a story and a number of other drama activities in the classroom contribute to a student’s understanding of the work performed, but these experiences also help them to develop a better understanding of other works and of language and expression in general. The results below were gleaned from studies where educators and students alike noticed a difference when drama played a part in their classrooms,

• A series of studies on the arts and education revealed a consistent causal link between performing texts in the classroom and the improvement of a variety of verbal skills, including especially significant increases in story recall and understanding of written material.
• Performance of Shakespeare texts helps to improve students’ understanding of other complex texts including science and math material.
• Drama can improve reading skills and comprehension better than other activities, including discussion.

BUILDING SELF-ESTEEM THROUGH DRAMA
In addition to building social and communication skills overall, involvement in drama courses and performance has been shown to improve students’ self-esteem as well as their confidence in their academic abilities.

• High school students who are highly involved in drama demonstrate an elevated self-concept over those who are not involved .
• Playwriting original works and dramatic presentation of existing works can help to build the self-esteem and communication skills of high school students.
• The act of performing can help students and youth recognize their potential for success and improve their confidence .

BRIDGING THE ACHIEVEMENT GAP
Since the implementation of the No Child Left Behind Act, there has been a national focus on closing the "achievement gap” between students of varying abilities, socioeconomic status, and geographies among other factors that may directly or indirectly affect a student’s academic success. The arts, including drama, address this issue by catering to different styles of learning, and engaging students who might not otherwise take significant interest in academics. Additionally, research indicates that drama courses and performance have a particularly positive effect on at-risk youth and students with learning disabilities.

• A study published in Champions of Change (1999) cites theatre arts, including performance, classes, and participation in a drama club, as a source for "gains in reading proficiency, gains in self-concept and motivation, and higher levels of empathy and tolerance towards others” among youth of low socio-economic status .
• Drama activities can improve and help to maintain social and language skills of students with learning disabilities and remedial readers .
• Improvisational drama contributes to improved reading achievement and attitude in disadvantaged students .

- Increases comprehension of written material and empathetic responses to others’ emotions (http://www.sciencedaily.com/releases/2014/10/141016165953.htm) 
​- An editorial/opinion piece for good measure...
https://tomvanderwell.wordpress.com/2012/01/16/10-ways-being-a-theatre-major-prepared-me-for-success/ 
- US Executives “Believe Employees Lack Creativity”
http://www.odgersberndtson.com/en/knowledge-insight-news/article/us-executives-believe-employees-lack-creativity-6425/