On November 13, following close to three hours of public comment by more than 60 individual speakers, each allotted up to three minutes to speak – the vast majority of whom vigorously supported the drama students and questioned the process by which decisions were being made in the Sherman school system – and more than two hours of closed session, the board of the Sherman TX Independent School District voted unanimously that the original script and cast of the musical Oklahoma! should be allowed to proceed at the high school.

This follows a week and half in which the school’s administration initially informed parents and then students that no student would be allowed to perform any role where a character’s gender that did not align with the gender the cast member were assigned at birth. While this affected as many as 20 students according to statements at the meeting, the decision was widely interpreted at being focused specifically at Max Hightower, a trans male student who had had been cast as the secondary character of Ali Hakim, a role from which he was now being removed.

That decision, announced on Friday November 4, was followed on Monday, November 7 with a statement that the school was now reviewing the text of Oklahoma!, one of the most popular musicals in US high schools for more than a half-century, for material which was inappropriate for high school performance.

On November 11, late on a Friday afternoon, the school announced that there was an alternate Oklahoma! script that would be performed, one which would be acceptable for all ages. That was in fact a cut-down one-hour version of the musical which was intended for pre-high school performances and audiences with short attention spans. A statement to this website from Concord Theatricals , which licenses Oklahoma! for performance, confirmed that the district had applied for the rights to the alternate version, but did not say that such rights had been granted.

Coming after more than five hours of meeting time that went well past 10 pm, the following resolution was adopted by the school board by unanimous decision: “As the board has not adopted a board policy regarding the casting of students in theater productions or performances, I move that the board direct the superintendent to reinstate the original script of the musical Oklahoma at Sherman High School and cast that was assigned as of November 2, 2023.”

School board president Brand Morgan then went on to read a statement on behalf of the school board as follows, “We want to apologize to our students, parents or community regarding the circumstances that they’ve had to go through to this date. We understand that our decision does not erase the impact this had on our community. But we hope that we will enforce to everyone, particularly our students, we do embrace all of our board goals to including addressing the diverse needs of our students and empowering them for success in diverse and a complex world. The board is committed to uphold its ethical duties to including being continuously guided by what is best for all students in our district.”

The more than five dozen speakers at the meeting ranged in age from high schoolers to grandparents, and included speakers who identified themselves as lifelong Sherman residents, residents who had moved away and returned later in life, students matriculated at Austin College in Sherman, parents and siblings of current students and more. Several speakers identified themselves as gay, queer and trans.

The Austin College students each spoke to their personal experiences, but all shared and reiterated the same concluding statement when it came their turn: “I demand that the school board upholds its self-reported goals V & VI by supporting LGBTQ students. I demand the school board allow Sherman High School to perform ‘Oklahoma!’ and all future shows in its original form with students cast in roles they earn. I demand the board maintains SISD theatre department as a welcoming and inclusive space.”

A number of speakers cited statistics about rates of suicidal ideation and suicide among gay and trans young people and charged the school administration and board with ignoring such concerns. One speaker bluntly asked, regarding the school’s gender policies, “Are you telling me that instead of writing biographies in playbills you would rather be writing obituaries?”  

One Austin College student who spoke at the board meeting, identifying themselves as a trans male, stated that theatre is a safe space but that Sherman itself is not. They went on to say that by standing up at the meeting, “I am risking coming out to my entire homophobic family because this is a hill I will die on.”

This does not, however, mean that all discussion on the matter of future productions and casting is necessarily over. One school board member asked for additional conversation on the matters raised at the meeting, stating, “I would like to request a special called meeting Friday at noon of this week here at the central office boardroom to continue this discussion with the board and with legal counsel.” Board president Morgan said that such discussion would be scheduled within 72 hours.

No announcement has yet been made regarding the performance dates for Oklahoma!, originally scheduled for next month.

I have a confession to make: I am constitutionally unable to watch the acclaimed TV series Friday Night Lights. Now I realize this may be surprising to those who know and admire that program. My inability to sit through more than the first three episodes of season one is actually a testament to its effectiveness. The reason I cannot watch it is that it makes me profoundly angry.

The source of my anger is the omnipresence of the town’s obsession with football, which seems to be the only source of entertainment and focus for the Texan characters. I know the series is fiction (though drawn from Buzz Bissinger’s non-fiction book), but the single-minded portrayal of small-minded adults consumed by high school sports is by no means a false portrait in many communities, and it infuriates me.  After all, I neither play sports nor follow any with particular interest. Where, I’ve always wanted to know, is the comparable enthusiasm for the arts  in high schools, outside of magnet programs dedicated to them?

Well, per Michael Sokolove’s account in his book Drama High (Riverhead Books, $27.95), such support exists in Levittown, Pennsylvania, at Truman High School. Sokolove paints a highly appealing portrait of a school where the drama club stands alongside sports in the pantheon of school activities, and some athletes even defect from their teams to perform on the Truman stage. He credits this achievement to the just retired teacher and director Lou Volpe, who over 44 years drew attention and respect to the theatre program in an underachieving district in a moderate-income community, not in some well-financed suburban setting. For those who recall a New York Times story about $100,000+ high school productions, this school and its program are worlds away.

I had many reactions as I read Sokolove’s book, but first among was them was pleasure at seeing the story of high school theatre well-told, especially its ability to sustain young people who need to be rooted in a supportive community in a way their home lives don’t necessarily offer (as was surely the case for some of my high school drama comrades). While there have been a number of low-budget film documentaries in recent years that have looked at high school and community theatre programs for youth (including an episode of TV’s 20/20 which shares a title with this volume), Drama High is the first high profile, in-depth book on the subject that I’ve come across. As such, it immediately becomes required reading: for young people who can learn more about the challenge and rewards of theatre, for parents who may well need the same background, for anyone who doubts the value of theatre as an educational and character-building activity not only for those who would become professionals, for those who want to spark reveries of their own experiences in high school drama.

The book is at its strongest in its first half, which chronicles Volpe’s production of Roberto Aguirre-Sacasa’s Good Boys and True, decidedly challenging work to take on at the high school level. In following the production, Sokolove really gets into the lives and heads of the kids who participate in the production and it evokes the profound importance and connectedness that theatre can bring, just like a spot on any sports team. That the play, which turns on matters of sexual orientation, can be staged in a public high school is a rebuke to small minded communities that seek to censor or eliminate drama programs over content – I’m looking at you Everett, Massachusetts and you Ottumwa, Iowa – as proxies for far too many more. That its achievements are recognized through regional and national Thespian Society competitions is icing on the cake, mirroring the plotting of Glee which focused on “making it to Nationals.” But this is real.

Friday Night Lights, also high school drama

The Glee comparison is one made in advance materials for the book (as is the Friday Night Lights connection), but unlike the Ryan Murphy TV series, Drama High never stoops to low and even ugly comedy and stereotype. Imagine if all of Glee sustained the level of quality and heart that characterized the story lines between Kurt and his dad, and you’ll get a closer approximation of what Drama High achieves.

The book is not without its drawbacks. As a graduate of Truman, Sokolove’s decision to write as a returning alumnus and ever-present observer draws attention to himself and away from straight reportage; his admiration for Volpe’s achievements is palpable, but as a result, we spend some time with Sokolove and Volpe instead of staying completely with Volpe and his kids, which is where the most compelling story lies. Also, as someone who is seemingly not immersed in the theatre (not necessarily a bad thing for a journalistic undertaking about theatre), Sokolove is drawn to Truman’s use by Music Theater International as a test site for musicals about to be launched into the high school realm, which is more about business and less about people.  That Cameron Mackintosh went to Truman to see their Les Misérables is impressive, and a feather in Volpe’s cap, but it’s not moving; the same focus on external affirmation undermines the account of Truman’s pilot production of Spring Awakening.

At one point in the book, Sokolove quotes Volpe at length talking about his own evolution as a director and teacher: “I had to learn balance, harmony, order, design, composition.” Most any theatre nerd would recognize the phrase as being drawn, almost word for word, from Sondheim’s Sunday In The Park With George; Sokolove lets it pass unremarked. He also doesn’t seem to understand that when Volpe talks about changing the order of scenes in Good Boys and True, he’s actually considering violating of the licensing agreement for the play; as it happens, Volpe was talked out of the idea.

Glee at its best

What I missed most in Drama High was the detail of exactly how Truman High School’s drama program managed to achieve such primacy. Sokolove attributes it all to Volpe, and no doubt he was absolutely central. But because Sokolove knew Volpe relatively early in his tenure, and then returns to him in the final years, we don’t have a fully rounded account of how this once-married, now openly gay man forged a respect for a program that most schools treat as an afterthought. Was it nothing more than perseverance? I yearned for a road map that other teachers and districts might follow to correct the lopsidedness that has always upset me when comparing academic arts pursuits with sports.

But there is no denying that Drama High is a moving account of how the arts can profoundly change lives and even the outlook of a community. Even by mentioning that I was reading the book, and tweeting links to a New York Times Magazine excerpt, I heard back from people who live or have lived in or near Levittown, who spoke with enthusiasm of Volpe and his program, affirming Sokolove’s view. He has fashioned a rare tribute to an influential teacher; while I suspect that perhaps few districts may have come to appreciate drama in the way they have in Levittown, I am certain there are countless other teachers, not only of the arts, but of math, science, history and yes, athletics, who have had significant impact on scores of lives who are deserving of commemoration as well.

And of course, Drama High actually manages to suggest its own sequel. Will the drama program continue to thrive with Volpe gone? Will the ongoing cuts to “non-essential” school programs take its toll in Levittown now that the revered advocate has retired? Or after generations of residents coming to appreciate theatre, is it safe, at least for the foreseeable future? That’s another story to be told, of import to arts education programs everywhere, one sure to be of high drama.

Iowa’s Ottumwa High School

What is the purpose of putting on shows in high school? Is it educational? Recreational? Is it community relations? Is it a family activity?

I’ve always thought that high school theatre was for the benefit of the students putting on the show – for the education, the team-building, the exploration of talent and so on. That parents, siblings, relatives, friends and neighbors come to see these productions – whether academic in origin or extracurricular – is a byproduct, not a purpose. Although, to be fair, in many schools, the drama programs have to be self-supporting, so a certain amount of general audience development may be necessary, which can mean throwing a wide net.

Nonetheless, the recent cancelation of a high school production of The Laramie Project in Ottumwa, Iowa caught me by surprise. Not because I’m unfamiliar with educational administrators being uncomfortable with Laramie, but because the principal there has said “the play is too adult for a high school production but it does preach a great message.” If the message is great, where’s the problem?  What makes it too adult? That it’s about a murder? Murder is in movies, books, plays, and TV shows consumed by much younger kids. Is it that the murder victim was gay? Sadly, homophobia remains everywhere, but it’s worth noting that marriage equality has been the law in Iowa since 2009.

According to reports in The Ottumwa Courier and Heartland Connection, both the principal and superintendent are pleased that arrangements have been made for the production to be done by the students elsewhere in the community. So why exactly don’t they want it in their own backyard or, more accurately, auditorium?

The reason cited is because they feel what the school offers should be family entertainment for all ages, and that the admirable but adult themes of Laramie don’t fit that criteria. So the question is whether this is a long-standing, publicly stated policy, or one introduced only to block the production of this particular play, which is taken from verbatim accounts of the death of Matthew Shepard in Wyoming more than a decade ago.

I spoke with Moisés Kaufman, the artistic director of Tectonic Theatre Project, the company that created The Laramie Project and its companion piece The Laramie Project: 10 Years Later, since he has the best perspective on the play’s production history. Referring to Laramie as one of the most produced plays in America – professionally, amateur, college and high school – Kaufman acknowledged that productions are also challenged or canceled with some regularity, saying it happens in high schools two or three times annually.  Based on my general awareness of theatre news nationally, I was surprised: I thought it was more frequent, but the play’s popularity in high schools is confirmed by Dramatics magazine.

“Invariably,” Kaufman observed about cancelations of Laramie, “it has the opposite effect of what the administration is trying to do – it emboldens the students to be artists and social activists. Students realize that art is an incredible weapon and they have a responsibility and opportunity that comes from being an art maker.”

Kaufman said that, comparable to the figures often associated with marriage equality issue, there’s a big divide in the thinking between people over 50 and those under 50. “Students are very ready for this conversation, they’re living it,” said Kaufman. “It’s adults who are having a hard time with it.”  Describing the typical conflict over high school productions of Laramie, Kaufman said,  “First, it’s a disconnect in ideology and preparedness to deal with contemporary ideas, and secondly, that they’re listening to outside voices that have nothing to do with the education of the students.”

In Ottumwa, if the administration freely acknowledges the value of the piece and expresses support for the students doing it, but off school grounds, it seems that what’s at stake is a fear of outside pressure, an avoidance of potential challenges, with “family friendly” as a smokescreen for conflict avoidance. It’s a shame that the administration can’t back up their own sentiments and advocate for Laramie within the school, rather than harboring school resources and insulating themselves from any personal and professional risk instead of standing up for what they believe in. What kind of example and lesson is that?

The assertion that high school shows should be for all ages is not a new argument to me; I heard it voiced at a Board of Education meeting at my alma mater, Amity High School in Woodbridge CT, when a handful of community members registered their displeasure with a pending production of Sweeney Todd. It suggests that because so many parents and administrators were raised on the anodyne – albeit wonderful and classic – musicals of the 40s, 50s and 60s, that those shows remain exemplars of the only appropriate repertoire.

I think that perspective is deeply flawed. Would we choose to teach students from textbooks that were written with 1960s sensibility? Would we protect our athletes with the insufficient equipment of that era, or even from the 80s? Would literature and music be comparably circumscribed? I doubt it, especially in any district that wants to prepare students educationally, socially and emotionally for the world they’ll soon face, out from under the protective wings of parents and schools. High school theatre may still be thought of by many as a charming and even quaint activity for kids, and an easily expendable one at that, but it can instill great lessons and even save lives, if the students are permitted to engage with the full range of dramatic work, be it classic, new or even original.

The lessons of The Laramie Project are obvious to anyone who knows the piece or even just the facts surrounding Matthew Shepard’s death. High school teachers and administrators should be proud that students want to perform it and should be proud to have it, and other socially conscious, emotionally charged works on their stages.

As someone who had to make do in high school with Don’t Drink The Water and Bye Bye Birdie, I admire and envy every student who has had the chance to engage with material as challenging and important as The Laramie Project and other equally important, thoughtful and moving pieces of theatre. And if some pre-teens have to miss seeing their big siblings in a show, well surely that’s not the only time they haven’t been allowed to tag along. What’s done in their elementary or middle school is for them, and what’s done in high school is for bigger kids – and for every adult in town. Maybe there’s still time for Ottumwa High School to teach the right lesson.

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Update: Hear me discussing censorship of high school plays on the Reduced Shakespeare Company podcast

Update, August 9: from The Ottumwa Courier: “Laramie Project Pushes Forward” by Chelsea Davis

MA’s Everett High School, where content
complaints morphed into budget woes.

Follow this with me, will you?

“The plays bothered a lot of us,” says a school superintendent, referring to works presented by a high school drama group. “The plays had references to sex and drinking.” In one instance, a male student reportedly doffed his pants, revealing shorts.

Subsequently, the school system, citing an influx of students (reports a news article) announces that all drama classes are terminated, with the superintendent saying (as paraphrased in the article), “The school can no longer afford to offer the classes as enrollment grows.”

Did everyone notice the sudden turn in there?

This is no hypothetical, but a scenario played out at the high school in Everett MA and reported by The Boston Globe. While the school superintendent, Frederick Foresteire, wraps himself in the protective shroud of marshaling resources in challenging economic times (unquestionably a legitimate concern in every public school in the country), targeting a drama program for eradication after registering his personal disapproval of said program smacks of retribution.

The article seems riddled with mixed messages. If there has been the demand for multiple sections of drama up until now, how does increased enrollment warrant elimination of a course of study? It is impossible to determine from the article whether any other academic area was treated comparably, though that would seem germane.

If the school has been content to have a single teacher take responsibility for drama education for six years, why does the superintendent note that “there will not be four or five sections taught by one teacher” if drama classes return in the future? Supposedly this action is not in response to the teacher’s qualifications to teach drama. One teacher with expertise would seem the economically and pedagogically prudent solution down the line, full or part-time.

And while a school system is well within its rights to post teachers based upon need, why would Everett High’s principal make the decision to reassign the drama teacher (who also teaches science) to a K through 8 school? If the high school’s enrollment is an issue, sending teachers elsewhere wouldn’t seem to solve the problem (unless this was some sort of trade) and this teacher could certainly go back to more science courses. And surely where that teacher was sent to address the district’s needs wasn’t the principal’s decision, but that of someone higher up, with a more global view. Like, say, a superintendent.

While drama will remain at Everett High as an extracurricular activity, the article also notes that the school’s new principal, Erick Naumann, “will have more authority over the drama club,” and the drama coach “will have to submit a description of props and, if possible, stage directions, at least two months in advance.”

Does anyone still think this situation has anything to do with budgets?

In the past, I’ve acknowledged that schools and school districts have the right to decide what material is appropriate for their drama groups, academic or extracurricular, but I believe those decisions should be made in the best interests of the students, not the school system. I lobby for the widest range of material possible, but I admit am not charged with the creation of educational standards. When content issues arise, it is usually because administrators have paid scant attention to drama courses or clubs for years and only take an interest when something of “questionable” propriety is brought to their attention, often late in the game, or because of personal biases by administrators. But prop lists? Stage directions? At least two months in advance? That smacks of Big Brother and is impractical if not impossible, as anyone with a basic understanding of how theatre is made would know. It would be interesting to learn by what criteria such a submission would be either challenged or approved.

Also pertinent at Everett High is that some of the “offending” material that drew Mr. Foresteire’s ire was written by the students. Well, you know what? If kids are writing about their lives, topics like sex and alcohol are going to come up. Hiding them from view only serves to deny the opportunity for dialogue and learning — and it’s censorship of the students’ voices in an educational setting. Will Mr. Naumann also be determining which student essays and stories may be read aloud in English classes in his school? I doubt it. But I bet original student dramas won’t soon be seen again in those parts, so long as they need to be approved every step along the way, killing any possibility of creativity, spontaneity or truth.

When high school theatre initiatives are threatened or cut, attention to the issue is predominantly local and discrete, as if each was unique and only of interest to the specific school and town. That the Globe wrote about the situation in Everett is commendable, though it appears to have emanated from a local news bureau; read online, it’s impossible to discern whether it was in a regional edition or in the full run of the print version. The Everett High School drama decision deserves even more attention and investigation, as inconsistencies abound.

Even though the final verdict will occur every time at the local level when school arts programs are threatened over content, funding or both, these challenges to drama and indeed all of the arts need to be taken up nationally in each and every case as ongoing evidence of a continuing trend. That’s why as a Connecticut native and a New York resident, I’m worried about what has taken place in Everett MA, because I know it’s not an isolated incident. It’s just another in a long line of school administrations afraid to allow students to grapple with and learn about the world through art, under the guise of protecting them. Perhaps it’s even something more.

Oh, and by the way Mr. Foresteire: I dropped trou onstage, revealing boxer shorts, in a high school production back in 1977. The offensive material? Neil Simon’s The Odd Couple.

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Click here to sign a petition in support of the restoration of drama education at Everett High School.

Julie Hennrikus of Stage Source in Boston wrote about the situation at Everett High School as well, explaining why the arts aren’t extra, but essential.