Center stage with Corey Rubel, middle school performing arts teacher

In this guest blog, middle school performing arts teacher Corey Rubel (ASL 2020-present) digs deeper into the ASL performing arts program and how it enriches the lives of our students. Read on to learn about Mr. Rubel’s own journey into theater, and his future goals for the development of the program.

ASL’s performing arts program is diverse and varied—not only in the opportunities available for students via the curriculum, but also within our extracurricular activities. In the middle school program, students can sing as well as play an instrument of their choice, eventually working towards specialization during high school and beyond.

Our performing arts program is welcoming and full of opportunities—allowing students to experience what it means to be a part of an ensemble and a community—creating together, and performing together. Whether a student is here for a semester or K-12, they walk away with experiences that are invaluable.

Beginning the journey and developing a passion

When I was in high school, I played ice hockey. I always had a sneaking interest in theater. I did see performances and wanted to be a part of it all; lighting, set design, acting; however, my existing commitment to athletics meant I couldn't participate. Yet in the spring of Grade 11, I wasn’t playing ice hockey and instead opted to be a part of a musical. 

During college, I continued ice hockey, but gave it up owing to difficulties balancing everything. When an opportunity to be a part of a student-run theater arose, I ended up becoming director. I threw myself into it and my journey began. This, along with running a summer camp, sparked where I am now in my career.

No matter what your interests are, or were, performing arts is a space in which to grow and express yourself. I now coach baseball at ASL, with both performing arts and baseball relying on teamwork and coming together to accomplish a shared goal. There are lots of similarities; both are super athletic and depend on movement and collaboration to either tell a story as one ensemble or win a game. Performing arts skills can be taken to the field, and vice versa. It’s really important that students have choice.

A day in the life of a middle school performing arts teacher

I teach all middle school (Grades 5-8) and have rehearsal for musicals after school, so there’s a lot of variety going on for me.

My day starts with advisory, a really great way for getting to know students one on one, which is so important to me. My schedule depends on the day, but it's really exciting to be able to switch between different grades and curricula. For example, I could be teaching Grade 5 puppetry one period, and then Grade 8 individual musical theater projects the next. 

The highlight of my day is definitely seeing what the students create, and how they step out of their comfort zone.

The process of piecing together a production

The process of casting for a production is always a puzzle. When students audition, it's all about where they are when they come to us, and where they can be challenged the most. Where do they have the most potential to grow?

There are a limited number of parts in a production, but we recognize the strengths of everyone and how far they can be pushed. In some ways, I love the process more than the final product—it’s about the journey and the bonds built along the way. Casting can be tricky, but it's about creativity and the individual development of cast members.

Nerves are really important. We all get nervous. But how do we use those nerves for good? Instead of worrying about what the audience is thinking, I do my best to remind students we are performing for the purpose of creating a story, not for the audience themselves. Each little moment counts. It’s possible to use the fight-or-flight feeling to do your best and create an amazing experience.

I encourage students to put as much of their energy into the performance so that there is no time for anxious thoughts. It’s okay to feel nervous, but use it for motivation. I only get nervous about steering the ship and hoping everything goes as planned.

Finding inspiration in everything and making memories

When choosing a production, I aim to select performances that will challenge the students, while also being relatable to them. Last year’s The Spongebob Musical wasn’t a love story, it was a tale focused on friendship and being a not-everyday hero, themes that fit middle school students well. Even the composers and writers of the Broadway musical were people that the students recognize and relate to, including Aerosmith, T.I., John Legend, Cyndi Lauper and Panic At The Disco!.

Grade 5’s Matilda Jr. was our second movie musical after coming out of COVID, and was really different skill set for me as a director but wonderful from a pedagogical standpoint. Hearing the students buzzing about it, as well as their families' reactions, was really special to me. 

One of my fondest memories at ASL would have to be when Grade 5 students got to see My Neighbor Totoro at the Barbican. Listening to their discussions even days after the trip is a memory close to my heart. London is one of the richest cultural hubs for the performing arts. We are so lucky to be surrounded by many institutions that encourage creativity and storytelling. I hope that as a department, we keep finding ways to show our students what’s going on outside the walls of ASL. 

More collaboration with other departments within ASL is my dream. We have so much scope of opportunity to make some really cool connections.

This year, Mr. Rubel is directing an onstage adaption of Percy Jackson and the Lightning Thief, featuring middle school performing arts students. Stay tuned via Take Note every Thursday for updates on auditions, rehearsals and performances.