Drama and Arts Education as a Catalyst for Change

Mark Turpin's passion for drama and education has driven his work as a teacher and performer. Captivated by theatre from an early age, this passion evolved into a lifelong mission to inspire students and create meaningful experiences.

As a drama teacher, Mark is committed to fostering creativity and challenging traditional approaches to education. His time in the MEd Arts Education program at SFU shaped his teaching philosophy and deepened his belief in the power of arts education for personal and academic growth. 

From Theatre to Teaching

Mark's love for theatre began when his parents introduced him to live performances as a child. "I fell in love with the art form, and I wanted to share my passion with others by teaching young people how amazing it is," he recalls. This inspired him to study Theatre Performance and Directing at Capilano University and later complete a Bachelor of Fine Arts in Theatre Performance at SFU.  

While working in theatre, Mark also took on educational roles at the Vancouver Aquarium and teaching high school students. "Teaching theatre on weekends and educating the public during the week helped me realize that I was meant to be a teacher," he shares. These experiences inspired him to pursue his MEd at SFU, where he could merge his love for theatre with teaching.

How Arts Education Influenced His Teaching

Mark's admiration for Dr. Lynn Fels and his desire to rethink traditional approaches led him to Arts Education. "The program was a fertile space for creative approaches to education to emerge," Mark explains. He believes arts educators are essential to driving educational change. “Society is advancing in many ways, and education must also. Why shouldn't it be arts educators at the forefront of creating necessary change?"

A key shift in his teaching came through the power of storytelling when taking EDUC 868 with Dr. Vicki Kelly. "Storytelling is essential to human existence, and it's a powerful educational tool," he shares. This gave Mark the confidence to integrate storytelling into his pedagogy, helping him connect more deeply with students.

Impact on Students

Mark's time in the MEd program significantly changed his classroom. "Students have noticed my storytelling has become more focused, with each story now having a clear purpose," he explains. Storytelling also allowed him to expand lessons to include Indigenous teachings, offering new perspectives on First Nations history and culture.

One concept from his studies that resonated with students is "conscientious disruption," which encourages them to think critically about their roles in the world. "This idea has sparked personal reflection and growth among my students," Mark notes. His approach has remade his classroom into a dynamic space where students are empowered to engage in meaningful discussions.

Advocating for Arts Education 

Looking ahead, Mark is focused on advocating for arts education through persistence and quality.

Mark believes in advocating through action. "The best way to advocate for the arts isn't by standing on a soapbox—there's enough noise in the world already—but by creating and sharing work," he asserts. He hopes that by displaying his students' work, audiences will see arts education's personal and academic impact firsthand. 

Lifelong Learning: A Not-So-Final Act

Mark remains dedicated to lifelong learning, drawing on his experiences as both a teacher and performer. "I've always despised the phrase 'those who can't, teach.' I believe that those who can should teach," he asserts. 

His journey has refined his teaching methods and deepened his understanding of education. Just as he found freedom in storytelling on stage, he brings that same spontaneity and connection into his classroom. "Becoming more confident in my storytelling and learning to disrupt norms with purpose has made me a more reflective and intentional educator," Mark shares. 

Both the stage and the classroom are spaces for discovery, where interaction and adaptation are key. "In drama, you're always interacting with your audience, adjusting to the energy in the room. Teaching is the same—you're guiding students while being open to where their ideas take you," he explains. The MEd program reinforced his belief that education isn't just about delivering content but creating space for students to express and explore their stories.

What began as a love for theatre has evolved into a commitment to helping students find their voices. Mark guides them not just as a teacher but as someone who understands the power of creativity to spark change. His classroom is now his stage, where learning—like any excellent performance—is vibrant and always evolving.