Profiles in Courage

The logistics of the production has a unique physicality to it and the challenges will be incredible for the courageous art staff. I would love to see a Quiddich match on the camp ball field in costume and props on a sunny summer afternoon as part of the second act of the play!

When one debriefs after dramatic, literature-based experiences, questions need to be asked. Siu-Runyan (1996) suggests questions such as:

1. What did you think about?

2. How would you have reacted if you were____?

3. Does this story or experience remind you of similar situations that you have been through?

4. What did you learn from this story and experience?

Siu-Runyan also speaks of literature as a way of bridging cultural differences. If this is an objective for your camp, these types of activities (guided by books that speak to the issues that are valued) could be an important unifying factor.

Activity with a social purpose can make camp life interesting for all of the parties, while enhancing the fun that campers crave. Everyone loves a challenge!


Adler, Mortimer J. (2000): “How to think about the great ideas”. Chicago: Open Court Publishing (particular reference to Chapter 11: How to think about emotion, pp. 97-108)

Nastasi, Richard J. (1995): “A conversation concerning heroism: An example of sport literature in practice”. Journal of Education, 177,2, 47-54.

Siu-Runyan, Yvonne (1996): “Caring, courage, justice, and multi-cultural education”. Journal for a just and caring society, 2,4,420-430.

Rich Nastasi is an associate professor at Endicott College, Beverly, Mass.

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