Theater Programs: Essential Infrastructure, Not Optional Decoration

Key Quotes

"these are the kids who live in the black box while the rest of campus forgets that that room even exists the ones who can rebuild a body mic faster than most adults can open an email and somehow their art is still treated like a nice evening out for the community like a bonus like the dessert portion of education and i want to tell you right now that that belief that mindset it's costing kids their future it's costing communities their storytellers and it is absolutely costing schools real money real influence and real culture"

Mike argues that treating theater programs as mere "dessert" or a bonus, rather than an integral part of education, has severe consequences. This mindset, he explains, leads to the underestimation of the skills students develop and the cultural and financial value these programs bring to schools and communities.

"guys if that's not real education i don't know what we think school is for here's here's the part that people don't really want to talk about and you a lot of you guys already know this theater like band like choir like orchestra is treated in a lot of districts as decorations something you fund if there's money left over after the quote unquote real stuff"

Mike highlights that the practical skills gained in theater, such as project management, communication, and crisis response, constitute "real education." He points out that, unlike athletics which often receive substantial funding, theater programs are frequently relegated to the status of "decorations," funded only after other perceived necessities are met.

"let's be clear this isn't a theater teacher needs to work harder problem this is quite honestly a system's failure i mean the law literally calls arts part of a well rounded education we're not stretching the definition here we're just refusing to fund what we say we value"

Mike asserts that the challenges faced by theater programs are not due to a lack of effort from teachers but represent a systemic failure. He emphasizes that while laws mandate arts as part of a well-rounded education, the actual funding and support provided often contradict this stated value.

"so why do we train the next generation of those professionals in rooms where the message is this is just extra we'll give you space if we have it we want kids to dream about broadway but we don't give their middle school or high school program a working lightboard and a safe ladder that disconnect to me is just wild"

Mike questions the disconnect between aspiring to train students for professional careers in theater and the inadequate resources provided in school programs. He finds it illogical to encourage dreams of Broadway while failing to equip students with basic, functional tools like working equipment and safe facilities.

"your job is to build the scaffolding so the director and the kids don't fall and to my thespians to the theater kids to the tech kids the stage managers the stage crew the prop master you knew i was coming for you too you're not extra you're not the side quest you're not the cute part of the school's brand you are the storytellers of this generation"

Mike directly addresses parents and community members, urging them to provide structural support for theater programs, akin to building "scaffolding." He also reassures the students involved in theater, emphasizing that they are not "extra" or a "side quest" but are vital "storytellers" whose work is essential.

"we fix it by shifting belief first from theater is decoration to theater is essential infrastructure for our kids our economy and our culture we fix it by funding what we brag about by staffing what we morally demand by building booster systems that reflect the value of the work and not the leftovers of the budget"

Mike proposes that true change requires a fundamental shift in perception, viewing theater not as decoration but as "essential infrastructure." He advocates for aligning funding, staffing, and booster programs with the actual value and importance of these arts programs, rather than treating them as an afterthought.