Transformative Performing Arts and Mentorship Pedagogy: Nurturing Developmental Relationships in a Multidisciplinary Dance Theatre Program for Youth

Abstract

A multidisciplinary dance and theatre arts program geared for high school-aged youth can result in both short-term and the long-term outcomes for its students if it seeks to offer a life-changing peak experience as part of the arts training and performance process. By integrating a combination of dance, movement, theater, music, creative and reflective writing, as well as identity exploration and creative collaborations, performing arts programs can provide participants an experience that is truly transformative. In particular, such a program can help initiate and support meaningful mentoring and developmental relationships. A summer performing arts program set at a university site is an ideal opportunity to implement a sequence of strategic creative and social activities that offer high school youth daily activities that can establish a foundation for these significant relationships to emerge. By including college-aged program counselors who attended the program when they were in