Process and Product Are Not Mutually Exclusive

"When one concentrates on engaging deeply in the learning process, the product generally reflects a high quality. Thus, neither process nor product are separate, but closely linked entities that feed each other."

                                                                --Pat Wolf, HMS Middle Years Director

Our advanced band at High Meadows is pretty extraordinary. Having heard many bands of different ages in my time, I can tell you confidently that ours, made up of fifth through eighth graders, sounds like an outstanding high school band. They were recently awarded across-the-board “superior” ratings—the highest possible--in the city-wide Large Group Performance Evaluation program.

But how did they get to be this good? Some kids are born with a natural sense of rhythm and tune, but many are not. They work hard to earn their excellence. In that process of hard work, they attend countless rehearsals, receive individual and group coaching, and engage in hours of independent practice. And they have fun. This process teaches them self-discipline, perseverance and humility. And they are rewarded by the joyful experience of working with their peers to create beautiful, soul-lifting music—a product that is superior.

Our theatre arts program is another example of how an intentional, child-focused process yields an outstanding product in which our performers feel great pride. Teacher Danielle Wright tells me that it’s a three-fold process that leads to a high-quality performance: having clear curricular objectives, encouraging problem-solving, and setting a path for success. And if you saw the multi-age play this weekend, you will understand that our actors and stagehands felt a deep satisfaction about the incredible production they presented. See below for Danielle Wright’s expanded thoughts on process and product in theatre arts.

Of course, many pursuits are heavily process-oriented, even after the product is “complete.” By the time you read this, I will have gone over it at least ten times and made changes both big and small. Once this piece is published, I will still go back and tinker with it. When we teach our students about the writing process, one important element they learn is that words on a page are living things. They can continue to improve upon their writing if they rework, rethink, and review. They learn that the best “finished” pieces are the ones that are invested with sweat-equity, that intentionality in each step of the writing process yields eloquent, beautiful essays and stories.

Progressive schools such as High Meadows continually reflect on the balance between process and product. Some believe that the journey is more important than the destination. We believe that a beautiful and successful journey allows for taking unplanned scenic routes and encourages stopping at interesting way stations. Such a journey makes the arrival at the destination all the more rewarding. 

Theatre Teacher Danielle Wright's take on process and product:

When it comes to process vs. product, theatre education will always be a conundrum. Here at High Meadows, we have two process-oriented teachers who focus on learning but still have an expectation of a quality production. It is challenging to say the least. It's taken some time to really formulate how we focus on process. We can narrow that down to three techniques:

Curriculum mapping: In our map, our content areas are Acting, Directing, Technical Theatre, Playwriting, and Theatre and Society. Most classes address at least one benchmark from each content area. The key is determining when we are simply exposing students to the concepts and when we expect them to master the concepts. That is where our vertical (across different grade levels) and horizontal (within the same grade level) alignment comes into play. It really dictates when we can just be the guide on the side and when we have to be more hands-on.

Encouraging problem-solving: Asking the right "what if" questions allows students to see why a specific idea might not work, but it also encourages them to find a solution and be happy with a Plan B. This works with acting, directing, playwriting--you name it! Find a kid who is a problem-solver and you've found a kid who's gained a dose of confidence and independence.

Setting a path for success: We are all about challenging our students at all levels and setting high and always visible expectations. The challenge for us as teachers is to find material and develop classes that are stimulating but still within reach of the appropriate grade level. If the program is too hard, students will feel like they failed, the end-result suffers and we lose the trust that we have worked so hard to develop. Once again, the vertical and horizontal curriculum comes into play. If we are exposing students to a certain concept, then we have to be ready to give hands-on support to ensure their success. If the expectation is mastery, then we are ready with the "how" and "why" questions that probe critical-thinking and creative problem-solving.

So the conundrum still exists--process vs. product. It always will in arts education. What a pleasure to work in a setting where the expectation of the end product is high because the students successfully rise to the challenge on so many levels!