With the help of alumna parent Dr. Wilmetta Toliver-Diallo P’22, Upper School English Teacher Celeste Prince welcomed members of Washington University’s student-run Black Anthology theater production to her senior Literature of the Black Diaspora class. They visited with the students, sharing insights into the creative process and the intricacies of writing, directing, and producing a play.
In addition to mentoring the talented students of Black Anthology, Dr. Toliver-Diallo serves as the Senior Assistant Dean of Advising, Senior Lecturer in African and African-American Studies, Director of the Senegal Summer Program, and Coordinator of the Washington University African Film Festival.
Now in its 35th year and 33rd production, Black Anthology (BA) is a powerful showcase of student-driven creativity. Each year, the dedicated team of undergraduate students strives to craft a thought-provoking production that explores the multifaceted Black experience in America, both past and present.
Prince’s students are currently immersed in their semester’s final project, which involves writing an original scene inspired by one of the class’ mentor texts. This unit allows students to explore the world of Black performance, including the art of creation and critique. In addition to writing their scenes, students will craft artist statements that articulate the connections between their work’s content and structure and its relationship to the original play.
The 800-word scenes require attention to detail, including character development, costume design, prop selection, set design, and dialogue. Students are tasked with employing a variety of dramatic techniques, such as dialogue, monologue, and soliloquy, while also considering the blocking, spatial dimensions, and movement of their scenes. Prince emphasized that while racial themes were not mandatory, the projects were likely to intersect with the broader context of the Black Diaspora. She encouraged students to draw inspiration from the techniques and style choices of their mentor texts, using these as a foundation to inform their own creative process.
To provide invaluable insights, four members of Black Anthology—Avery Melton-Meaux (Director), Temi Akintuwan (Philanthropy Chair/Publicity Co-Chair), Ja’lynn Maldonado (Choreographer), and Anijah Lloyd (Assistant Choreographer)—shared their experiences with Prince’s class. They discussed the importance of « just writing » to build a first draft for editing, thinking about the « who, what, where, how, and when » when crafting character motivations and settings, and the delicate art of conveying a message without being overly explicit or subtle.
Before the BA members arrived, students jotted down questions for the members about the writing process, how to find inspiration, and what makes a play work. The BA members answered many of the questions, noting that an essential part of the writing process is putting a first draft in front of others for reflection and feedback. These open reads allow new ideas to emerge, the focus to sharpen, and a collective effort to appear and elevate the piece. Every member of BA feels more involved and invested in the final production, knowing that their individual ideas also contribute to the whole.
Another critical aspect of the writing process is asking questions. How do you see this character progressing? Do you see yourself in this character? Is this character a villain or a hero? What is the point you are trying to get across? Ensuring that it doesn’t have to be a big, profound statement but to leave the reader/viewer with something to think about.
In addition to writing, Maldonado and Lloyd shared their thoughts on incorporating physical movement into the performance. Once they have the script, they can visually represent the characters and the work as a whole. They follow the same open group feedback and reflection process to bring coherence and a clear vision to the performance. The song and dance contribute to building the story beyond the written text.
The BA members also heard from MICDS students about their current topic ideas and offered feedback on how to propel their brainstorming and writing efforts forward. Overall, they stressed the importance of research. A scene examining the Black experience in America must contain factual information, both past and present. They also emphasized that everyone is more creative than they think and encouraged the students to express themselves fully in their writing and creation.
Lily Pickett ’25 enjoyed meeting students who were a bit older doing interesting work in the world. She said, « A lot of the topics we discuss in this class can be taboo in today’s world. I liked seeing young people be so creative and address real-world issues. What surprised me was the amount of work that seems to come with generating plays and writing. I myself am not a creative writer so it was really surprising to see how much actually goes into creating a masterpiece like this. One thing that did spark new ideas for my assignment was the idea of taking on a subject such as discrimination in the workplace and playing off that idea. The assignment itself is geared toward allowing us to be creative while also addressing these topics, which is very fun and interesting to me. »
Zariyah Nance-Leach ’25 said, « I really enjoyed the Black Anthology members and what they brought to the class! I expected to only hear about the creative writing process of putting together a play, but hearing about the choreography fascinated me. Hearing about both helped me with the process of creating my own scene, which is what we’re doing in our Black Diaspora class. I’m taking inspiration from the play Choir Boy. With the Black Anthology members’ advice, the writing process became easier. They told us that the best thing we can do is just write. Let the words flow out of you. It’s only a draft, and there’s room to edit. They didn’t say it in so many words, but I picked up that the first draft, even the second draft, doesn’t need to be perfect.
« Another thing they said that stuck with me is that each of us is more creative than we give ourselves credit for. It made me feel more confident about the ideas that were formulating within me. They also talked about how inspiration looks different for everyone, and I believe that rings true. I was inspired by their advice and personal experiences with creating plays to create an idea that I never thought of for my scene. I’m really happy I was able to meet them and hear from them. »
Prince emphasized the project’s significant value, noting that playwriting is a more demanding craft than many realize. She looks forward to assessing the scenes and accompanying artist statements, which require students to articulate the connection between their formal choices and thematic exploration.
To celebrate the project’s completion, Prince and her students are gathering for a final read-aloud. The class also plans to attend the 2025 Black Anthology production in February.
Thank you to Black Anthology for sharing their expertise and inspiring the next generation of playwrights. Congratulations to the class for their insightful exploration of plays and performances within the Black Diaspora!
Interested in delving deeper into the works explored in this class? Check out these titles:
The Mountaintop by Katori Hall
Ruined by Lynn Nottage
Fences by August Wilson
Choir Boy by Tarell Alvin McCraney
The Colored Museum by George C. Wolfe