"You gave me some really cool tools and skills to use as a psychologist in moving forward. Actually, the following day, I used the breathing techniques in a community building training I attended. Needless to say everyone was impressed as they were all brought back to the present!” Reuben Faloughi, B.S. Counseling Psychology Doctoral Student. University of Missouri-Columbia

"This kinetic learning experience left me with a sense of convergence with fellow team mates that I had never felt before. I am eager to use this engaging process of drama-based education in the classroom and writing workshops." - Julie Pyle-Childs, Graduate Student, Millersville University

"I don't think I realized the importance and power of sharing our stories and having them heard.  I always want to be someone who draws others stories out." - Caitlyn Bordon, Junior at Millersville University

Thank you for for activating compassion and empathy for my students--I could never have taught them this from books.”   - City Honors School, New York

They are using their new tools to build a new community.  They have created the most popular club in our school.”   -  Homestead High School, Indiana

Our silent minorities have become a loud, positive force on campus--their stories are being heard!  - San Jose State University, California

Without AFP we would have never known the depth of our student’s suffering and conflicts.”                                               - McKinley High School, New York

I cannot thank you enough for the amazing experience you are providing to the Kadimah students. You are teaching them empathy, kindness, and especially how to listen to their own inner self.
— Einav Symons, Head of School at Kadimah Jewish Day School
 

Drama-Based Education can be applied to any subject, which is what makes it so incredibly exciting for both teachers and students. The delegates worked with Rwandan academic staff, teachers and students to demonstrate for them how incorporating drama into their teaching model could help students develop skills for conflict resolution, research purposes, community building and critical thinking. The response from both the teachers and students was overwhelmingly positive and enthusiastic. At first, some participants were a bit nervous and reserved, but they quickly opened up and jumped right in, engaging in the training with energy and focus.

- Melissa Lesage, Country Manager, Rwanda. Read more of Melissa's blog here.

I didn’t come out until two years after you died, but I figured you already knew. I don’t know if you would’ve accepted me always, but I hope you’d still love me. I wanted to tell you but I was so scared. I regret not being able to tell you then, so I’m telling you now. I’m gay and I love you.
— Excerpt from a letter of a high school student during the Dear Me writing workshop.

The circle spoke to our school philosophy where everyone's voice matters and the children's voices are equal if not louder and more important than that of the adults. It's a message of respect and self worth that we must encourage throughout our work. It was a format where we felt so energised and closer to each other afterwards. Thank you again for bringing healing to different communities around the world! -Mira Boxer (Eary Years Teacher at Woodland Star School) Kenya

Drew was able to engage all attendees, regardless of age, gender, ethnicity or culture with his humor, energy and methodology. The inspirational life of Anne Frank, the universality of story and personal experience, combined with Drew’s innovative and compelling teaching strategies, captured the hearts and imaginations of our school and helped us understand that we, as individuals and as a collective learning community, are all a part of the profound human narrative of the world.  - Amy McKelvey (Founder and Teacher at Woodland Star School, Kenya)

 
What struck me as truly remarkable about the work of the Anne Frank Project is its ability to resonate across the full spectrum of humanity we encountered - from the child of a UN diplomat to a venerable Maasai elder.
— Sean Anderson (Director of Edutours Africa and Chairman of Mara Naboisho Conservancy).

I realized it when I was teaching a lesson of P4 in Social studies about “tools used by a farmer” (I have been teaching this lesson form many years) but whenever I asked questions after I had taught the lesson it was so hard for children to remember what I taught them. In other words, they could easily forget the lesson, but after learning Drama Based Education I was amazed on how it easy it was to teach the same lesson and how children understood the lesson." ... "I have asked them to imagine as if they are those machines and come up with drama (stories). When I went back to the same school, children were very happy to see me, and they could easily remind me what they have learnt. And I realized how Traditional methods of fact memorizing must be replaced by drama based education.  - Bisengi Gilbert, Teacher Trainer of the Wellspring Foundation in Rwanda.

 
For me, AFP taught me how to re-connect with a community in a way that costs nothing except our sustained attention to seeing each other in a circle as equals again.
— Anthony K. Sedun, Executive Director, The Life Writes Project. Harrisburg, PA (USA)
 

Thank you so much to you and your students for performing your play, Dear Me, for our group. It was an outstanding play and we all learned a lot and were inspired from the experience. The workshop was such a great way to make us relate and to teach us that "paper is more patient than people." Telling our stories and making them come alive brought our group closer that we have ever been. Thank you for the inspiration.

- Students for Human Rights, Springville High School, New York

 
I suddenly connected to your character, it made me cry because I knew exactly how you felt.
— Student age 15, Buffalo Academy of Visual and Performing Arts
 

Working with children who have been rejected, neglected, abandoned, abused, I’m not sure anyone had ever said something like that to them. Watching them become confident, united, enthusiastic and respectful children throughout the workshop was beautiful to see – a big change in a very short time. I strongly feel this tool can go a long way in bringing healing to broken children and purpose to their stories. We hope for a continuing relationship! - Tesni Anderson (Limuru Childrens Centre) Kenya

. A memory that will stay with me for a long time to come was the chairman of Naboisho Conservancy and a chief roaming around the tall red oat grass pretending to be elephants whilst the rest of their group showed that unity amongst people, and together with wildlife is possible. Comments that I have heard from Maasai ladies after the meeting, when they were telling their friends about it, included the realisation that their voice matters, their opinions matter and that people want to hear them. In Maasai society women have traditionally been seen but not heard. I sense that the growing realisation amongst Maasai women that they do have good ideas and perspectives that they should share in joint forums is going to be a monumental step forwards in this society. - Dr. Crystal Courtney, CEO,  Olare Orok and Motorogi Trust

The focus on the students’ story or the groups’ story is powerful. There is a sense of ownership and accountability for the teacher and the students.
— Sienna Burns (Head Teacher at Woodland Star School, Kenya).

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