Music Teacher and Musical Theater Director Shannon Stem combines storytelling, movement and music in her classroom and during performances because she teaches them as interconnected elements of expression rather than separate skills. “This integrated approach helps students understand that music and movement exist to serve the story, resulting in more authentic, compelling performances,” she says.
When she began teaching at University Academy in Panama City, Florida, middle school students had very limited electives — PE, 2D Art or general music. However, many students expressed a desire for a performing group. Inspired by that need, Stem envisioned a meaningful, engaging and sustainable Musical Theater program. She presented a proposal to the principal, who was fully supportive. In the program’s inaugural year, 40 students enrolled. Through strategic early recruitment and intentional retention, the program has grown each year. “We prioritize recruitment beginning in the 5th grade by introducing students to musical theater through outreach, campus experiences and performance exposure, which creates early buy-in and a strong student pipeline,” Stem explains. “We foster a culture of belonging and mentorship, supporting students with high expectations and individualized guidance.”
Stem also provides consistent performance and leadership opportunities across all grade levels, ensuring that students are engaged, valued and invested in the program’s long-term success. “The program was successful from the start,” she says proudly.
The musical theater productions are interdisciplinary opportunities that unite music, theater, dance and technical arts with cross-curricular support from visual arts and media classes for set design, costuming and promotion. Stem finds other ways to enhance and emphasize the cohesive nature of music. She has championed performance projects that integrate English and social studies curriculum, allowing students to connect storytelling, historical context and performance. “These initiatives promote collaboration, creativity and student ownership while strengthening school-wide engagement in the arts,” Stem says
Even though Stem teaches a range of grades, she designed her curriculum to be vertically aligned and inclusive so that every student can perform, create and lead. “Performance skills are scaffolded across grade levels, allowing students of all experience levels to grow confidently onstage. Students regularly create original work through composition, choreography and scene development, reinforcing creativity and ownership,” she explains.
She provides leadership opportunities through peer mentoring, student-directed rehearsals and performance leadership roles both onstage and behind the scenes. “By intentionally connecting skill development, creative expression and leadership opportunities, the curriculum remains cohesive while empowering every student to contribute meaningfully to the artistic community,” Stem says.
Stem’s unique ability has resulted in students with little or no musical background transforming into confident performers, collaborators and leaders. “By blending storytelling, movement, and music with high expectations and heart, I don’t just teach performances — I build communities that sustain themselves long after the curtain closes,” she says with pride.
