From page to stage: How immersive historical drama fostered empathy, growth
At Netzaberg Middle School, a mixed 7th and 8th-grade drama class recently transformed their performance space into a living piece of history.
By staging a rendition of “The Diary of Anne Frank” as an immersive experience, students did more than perform a play. They brought the audience onstage, placing them "in the attic" alongside the actors. In this production, the attic itself functioned as a character, designed to provide the audience with a profound, enveloping-type experience.
A cross-curricular approach to history
The project served as a model for cross-curricular integration, as students concurrently read “The Diary of Anne Frank” in their English Language Arts classes, relating artistic ideas and works with societal, cultural and historical contexts to deepen understanding.
The impact on student growth and empathy
The emotional and social impact on the students was significant. Michelle Nipper, the Theatre Teacher at Netzaberg Middle School, observed a deep transformation in her cast.
Regarding the bond formed during production, Nipper said, “The best outcome of working with the students on this play was what they felt for and with one another. They grew as a cast and as comrades.”
She further emphasized the lasting skills gained.
“The power of theatre as an art form is that the teamwork and comradery created is something they will never forget, Nipper said. “They learned the impact of empathy and how to internalize the characters they were portraying. This took a lot of practice, but the life skill they have gained was to have empathy for others.”
The student experience: Interweaving history and personal growth
The transformative impact of the production is best captured through the voices of the students themselves, who found the process both demanding and personally enlightening.
For many, the stage became a place of personal discovery.
“This experience has helped grow my confidence,” Tavien shared. “I feel so much more social and willing to step outside of my comfort zone.”
This individual growth was anchored by a profound shift in historical awareness. Reflecting on the weight of the material, Bennett said, “I didn’t think of this play as something so serious at first, but now I can feel the impact, and I am seeing the Holocaust from an entirely different perspective.”
To achieve this level of realism, students like Elijah emphasized the necessity of rigorous preparation.
It is, “important to do your research on your character so that you have intention and inflection in your voice” to truly “understand what the people during this time period went through,” Elijah said.
The immersive nature of the performance added a unique layer of intensity. Melanie shared that while the play was, “not something that can be taken lightly,” the use of sound effects and movement “really brought the audience into the moment,” creating an environment where “eyes were watching every move!”
Ultimately, this shared intensity and responsibility forged a deep bond, leading students to reflect during their pre-performance speeches that “I’ve never had a class like this where classmates turned into family members.”
Observations from the community
The impact extended beyond the cast to the audience and the broader school community.
Alyssa’s mother noted how her daughter, who played the internal voice of Anne Frank’s Diary, grew remarkably confident and delivered the play’s closing statement, “In spite of everything I still think people are good at heart,” with a poise that moved the audience.
A friend of cast member Joseph also noted that he watched his friend become significantly more mature through his involvement in the play and expressed how much he enjoyed the immersive nature of the production.
Through this immersive drama, students at Netzaberg Middle School demonstrated that when history moves from page to stage, it creates an unparalleled opportunity for developing empathy, confidence, and a deep understanding of the human experience.
