Responsibility

One of the most powerful things a theatre program can offer students is not just performance skills, but real empowerment. Empowerment in theatre education isn’t about giving students free rein without structure; it’s about creating a space where they are trusted with responsibility, supported through clear expectations, and allowed to experiment, and sometimes fail, within a safe environment. Empowerment began with the belief that every student deserves a place to succeed. Think of drama class and productions as laboratories: places where students can try ideas, take risks, and learn from the outcome without fear of punishment or embarrassment. That sense of safety makes it possible for students to stretch themselves creatively and personally. Leadership as a Learning ToolA major part of empowerment comes from intentionally developing student leaders. Let students take ownership of areas like costumes, props, publicity, and stage management of your theatre productions. Hold weekly meetings with student leaders, just like a professional theatre company would. Set expectations, timelines, and give students the tools they need to succeed. For example, perhaps your costume team needs a checklist of tasks to follow, or your stage manager needs a separate one-on-one meeting with you before rehearsals. If someone struggles or falls behind, as inevitably happens, address it as a team. Sometimes things don’t go perfectly. A costume design doesn’t come together, or a student couldn’t follow through. Problem solve with your students. If costumes aren’t ready, what can actors wear instead? Experiences like this reinforce a critical lesson: Responsibility matters, but collaboration matters more. The ensemble steps in. The work continues. Theatre as a Collaborative EcosystemEmpowerment also means recognizing that leadership doesn’t only come from the teacher. Is there a former student who can come in to choreograph? Is there a current student who wants to direct? That kind of trust sends a powerful message: You are capable. Your voice matters. This approach is intentional. You are doing a full year of teaching, plus shows, plus whatever else is put on your plate. Teach students that they are not just participants, they are collaborators. *How Does Empowerment Happen? *Student empowerment doesn’t happen by accident. It requires: • Clear expectations • Real responsibility • Consistent support • Trust in students’ ability to rise to the challenge When students are treated as artists, leaders, and collaborators, they begin to see themselves that way. Theatre education, at its best, doesn’t just produce shows, it produces confident, capable, empathetic humans who know how to work with others toward a common goal. That is the true power of empowerment in theatre education.

We reached out on Facebook and Instagram, asking educators what qualities they admire in drama students. We received so many fantastic responses and have compiled a list of 10 of the most frequent admirable qualities mentioned. Your students undoubtedly already possess many of these qualities, which will also serve them in the real world. We’ve included some tips and links to articles that will help you nurture these qualities in your students, and help them grow and develop these qualities and skills even more — because practice makes progress. 1. Problem-solving skillsWhen problems arise, do your students figure things out themselves, or do they wait for you (or someone else) to step in? We want students to be able to problem-solve if something goes wrong, which it inevitably does in the theatre. Not only will this ensure that the show goes on, it’s an important skill that will serve students in their everyday lives. You can help your students practice problem solving with the following exercises: Problem-Solving for Student Directors, Last-Minute Fill-In, and Putting on a Class Production: Problem Solving. If your students are having trouble working together in groups, you can use these tips to help them learn to figure out their issues. 2. Taking initiative and willingness to help outThe next step up from solving problems independently is taking the initiative to identify what needs to be done and then doing it. Have students practice their management skills by doing the Plan, Execute, Reflect Exercise. They can also work on their leadership skills by leading warm-ups. If they have aspirations of working on a show in the future, they can work on developing the skills needed to do so, which includes taking initiative and helping out wherever they can. So many students are conditioned to ask an adult before attempting anything, or don’t have the social awareness to think about what’s going on around them. Try the OTA Challenge (Observe, Think, Act) found in the giveaway below to help students practice taking initiative in the drama classroom. 3. Risk-taking and willingness to step outside their comfort zoneWe encourage our drama students to take risks and step outside their comfort zones all the time. It’s not easy — students are often afraid of looking silly, and it can be hard to be vulnerable in front of your peers. It’s important to start with a strong foundation and build trust with your drama students through warm-up exercises and your own actions. This helps to instill confidence in your students to take risks and try new things, such as playing a difficult character. Knowing they are safe in the drama classroom to try different things, make mistakes, and try again allows students to take those risks. Which leads us to… 4. PerseveranceA famous quote attributed to Thomas Edison goes: “I have not failed. I’ve just found 10,000 ways that won’t work.” Our students are going to make mistakes and even fail at times. What matters is how they deal with it. They must pick themselves up, dust themselves off, and try again. So their scene fell a bit flat, or their audition wasn’t up to par. If students can extrapolate what they learned and apply it to their next attempt, they’re going to do great things. Never give up! To help your students practice persevering through difficult situations, have them try scenario exercises such as Production Challenges or the “What If” Game. This will help them come production time, when they are working through the last few weeks before showtime, which can be challenging. 5. CommitmentThere’s no way around this: drama class and participating in shows is a commitment. There are only so many hours in the day — are your students using them effectively? Drama students need to hold themselves accountable to honouring their commitments to drama class and/or the show they’re working on, and avoid overcommitting themselves, which leads to burnout and stress. This article focuses on distance learning but can be applied to many situations concerning commitment, whether the student is learning in person or online. Remind your students that sometimes they need to make tough choices, but if they want to be part of the drama scene, they need to show up. And while they’re there… 6. Strong work ethic and driveFor a student to succeed in drama class, they have to want to be there and be willing to put in the work. Many students assume that drama is an easy A, which we all know isn’t the case. Sometimes students will realize that drama class is challenging, and will try to push back against the teacher. The length of the rehearsal process may frustrate other students, who forget that they spend more time in rehearsal than on the final product. Have these students circle back to perseverance and remember that putting in the work will pay off in the long run. The successful drama student takes their work seriously and makes the time to improve by memorizing their lines early, practicing at home, and using their time in class effectively. 7. Being a team player and collaborating with othersUnless your students are doing self-produced one-person shows, they’ll need to get comfortable working with others. In drama class and in the theatre, it’s necessary. And frankly, it’s more fun! Teach your students about the difference between collaboration and teamwork using these tips and expert advice. Then, have them practice their teamwork and collaboration skills by creating a giant onstage, completing the Marshmallow Challenge, or trying various improv games for collaboration. 8. Ability and willingness to listenDrama class is all about actively listening to peers, scene partners, and instructions and advice from the teacher. Whether it’s receiving notes and feedback, participating in an improvised scene, or collaborating on a group project, listening is so important, and a great drama student will actively listen and then put the learning, advice, and notes into practice. If your students need practice actively listening (rather than just hearing), have them try these Hearing or Listening? and What Did You Say? activities. If your students need some help receiving feedback or giving effective feedback, we’ve got tips and activities for that too. 9. HumilityKeep the “drama” on the stage, within the confines of the play, not in the drama classroom. Nobody wants to work with a diva, so students need to learn to keep their egos in check. That being said, it can be difficult for students who aren’t happy with the role they’re given or feeling discouraged about being in the ensemble. We need to teach students about keeping an ensemble mindset and remembering that everyone is there for the same reason: to learn and put on a great show together. While we’re at it, remember those unsung heroes: the technicians, stage crew, and stage management. It’s easy for student actors to forget that unless they wish to appear onstage in the dark, in their street clothes, without music or sound, they need to respect the tech and stage management teams. They are the ones who truly make the show happen. 10. Compassion, empathy, and kindnessWhen it comes down to it, kindness, compassion, and empathy are king. These traits are essential for being a good human being, regardless of drama class. However, we can nurture these qualities in drama class with different exercises, such as finding empathy for the villain in a show you’re studying, analyzing your character without judgment, or literally walking in their shoes in rehearsal. You can then take these exercises a step further and use exit slips and reflections to think about how students can apply these exercises and activities to their everyday lives. Theatrefolk also has many plays focused on empathy that students can really sink into. So many students have expressed that drama class is a place where they can truly be themselves, so let’s continue to be that place where compassion and kindness are at the forefront of our teaching.

It can be difficult to get students to really feel committed to distance learning. It’s so easy for students to check out when they’re not physically present in a classroom. They may struggle with even showing up to class. The following tips are meant to help you, as your students’ teacher, help them understand commitment to their drama class – even in this challenging time. 1. Distance learning is still school – just in a different format.Students are in a weird spot at the moment – some are already back in class in person, some are studying from home full time via distance learning, and some are doing a hybrid of both. It’s not what anyone is used to. We are all hoping to “get back to normal,” but there’s no definitive end in sight. In the meantime, students should try as much as possible to treat distance learning as regular school – get up, get dressed, and get ready for class, wherever that may be. Showing up is half the battle. For a lot of students (and teachers too, for that matter), showing up is the hardest thing. Once they arrive, they’re fine – it’s the process of getting there that is difficult, even if “there” is across the room to their laptop or tablet. The goal is to eventually be back to school as “normal,” so in the meantime, it’s important for students to commit to keeping up with their studies as best they can. 2. You get out what you put in.Try this: Have students describe a time when they had to buckle down and work really hard on something challenging. How did they feel while they were getting ready to tackle the task? How did they feel while they were in the thick of the work? Stressed? Frustrated? Exhilarated? Determined? How did they feel once they completed the work? They most likely felt relieved, but maybe also proud of what they accomplished. They committed to getting the task done, and they did it. Students need to figure out their “why” for attending drama class. Of course, teachers all hope it’s because students enjoy studying drama and want to learn and gain new experiences. But unfortunately, some students are only there because they need an arts credit or to fill their timetable, not because they actually want to be there. At the very least, help these students understand that putting effort into drama class will help them get through the class in the long run. 3. Drama class is all about teamwork.So much of drama class focuses on class discussions, brainstorming, and group work. When students aren’t in class, it’s harder for the rest of the class to complete what they need to do. It’s hard to do a read-through for a group scene when one of the actors is missing, or to fairly divide up work on behalf of an absent team member. On the other hand, remind your students that their presence in class benefits everyone attending. Each student has their own unique thoughts, opinions, and experiences. Their voices deserve to be heard just as much as anyone else’s. Students can learn so much from having a variety of peers in their class, and teachers can learn a lot from each of their students as well. 4. Show grace.For the students who appear to be uncommitted, try to find out why. It is easy to write off a student who isn’t there (physically or otherwise), but there may be a reason beyond their control or something they are struggling with. Day to day existence in a pandemic is something we are all struggling with. It may help your students to write journal entries or create a monologue, scene, or movement piece to express how they’re feeling. As well, demonstrate your commitment to your students by showing up, acknowledging their feelings, and maybe even sharing your own feelings at times. We teachers should continue to have high expectations for our students, because students can and do meet and exceed expectations when they feel supported by their teachers, but we must also extend grace and understanding during difficult moments. We are all just trying to do our best right now.

Accountability is an important skill for students to practice, not only as drama students and production participants, but as citizens in their schools and communities. Accountability means taking ownership of one’s actions and responsibilities. It means giving one’s best effort at all times. Practicing accountability in school sets students up for success in their future workplaces and life commitments. Accountability can sound intimidating or stressful for students, but really, it’s the only way anything gets done. Teachers need to hold students accountable for their actions, but students must also learn to hold themselves accountable. It’s also important for teachers to demonstrate accountability to their students. Modeling the behaviour you want your students to emulate shows that you practice what you preach. The “do as I say, not as I do” method rarely works. The following list of tips demonstrates how both teachers and students can demonstrate accountability. Go over this list with your students, and discuss how these points can be applied to their work in the drama classroom and in rehearsals, how they can be applied to the “real world” (part-time jobs, extracurricular activities, community involvement, dealing with friends and family, etc.), and how teachers can be accountable to their students. *Be there, be on time, and be ready to work. * • Avoid unnecessary absences and arriving late. • This is applicable to classes and rehearsals, as well as life in general. Show up and participate! *Be prepared. * • Have any necessary equipment ready when it is needed (completed assignments, writing utensils and notebooks, proper footwear, hair ties, etc.). • For teachers, this means coming to classes and rehearsals with lesson plans and rehearsal schedules ready to go. • For students, this means completing and submitting assignments on time, reviewing classwork and rehearsal notes at home, and coming to rehearsals and classes with enthusiasm and a positive attitude. • Being prepared shows that everyone is taking the class seriously, even though drama class is also a lot of fun. Avoid excuses. • Everyone makes mistakes. However, making excuses for your actions or assigning blame does not demonstrate accountability. • Recognize how someone’s actions affect them and others. For example, a student not knowing their lines for off-book day will not only make them look unprepared, but will make rehearsal more difficult for their fellow cast members and frustrate the teacher. Students must understand that there will be consequences for their actions. Will they be positive or negative? • When someone makes a mistake, accountability means acknowledging the mistake and taking steps to remedy it. This demonstrates that they have learned from their mistakes. Remember, actions speak louder than words. Ask for feedback, and actually use and/or acknowledge the feedback. • If students make suggestions that are useful and insightful, implementing the feedback will demonstrate your willingness to listen and take their thoughts seriously. • If students make suggestions that cannot be implemented, explain why. • For students, this means listening to lessons and notes and actually applying them the next time the scene is worked on. • For more on feedback, check out this post: Tips for Giving Feedback to Student Playwrights *Have an open-door policy for conversation. * • If you are available to speak to your students about their concerns in a non-confrontational and open-minded way, they will be more likely to take advantage of this. • It is still important to have limits. You cannot be available 24/7, and it’s important that students see you model this behaviour. Try to find a balance. *Establish realistic timelines, measure progress, and ensure that expectations are clear – both on your side and your students’ side. * • More on expectations can be found here: Communicating Classroom Expectations versus Rehearsal Expectations *Focus on encouragement rather than micro-managing. * • Students need to take responsibility for their work and make sure they hit their deadlines, but it’s also important for the teacher to check in and offer recognition and positive feedback on what students accomplish throughout the process. • For more on the theatrical process, check out these posts: Encouraging Process over Product and How a Great Process Will Lead to a Great Product Help students understand why their work matters and why it’s important. • When students feel like their work is important and relevant, they are more likely to take it seriously and really commit to it. Nobody likes feeling like they are wasting their time. • Discuss real-world applications for the work that they are doing. • Explain how you have used the lessons and techniques you’re working on in class/rehearsal in your own life. • For more on this, read these articles: How Studying Drama Can Benefit Students Outside the Drama Classroom and How Do You Measure Success in the Drama Classroom?

As theatre educators and do-it-all directors, we frequently feel the tell-tale signs of burnout. There is so much that must be done – lesson planning and preparation, marking, staff meetings, administrative updates, professional development days, classroom management. And then there are also the feelings that arise while working on a production: the “I can’t, I have rehearsal” replies to invitations, the frequent coffee refills, the never-ending to-do list, the growing piles of laundry and dishes at home, the “I just have one little question” statement that turns into many questions – it’s enough to drive a teacher mad. Sometimes it feels like there are not enough hours in the day to get everything done. If you feel like you are headed towards burnout (or are already in the throes of it), read the following four tips. And know that you aren’t alone – check out the Theatrefolk Facebook page to chat with a community full of teachers who will know just how you are feeling right now. 1. Stop. Assess. Prioritize.Look over your to-do list and make some decisions. What is the most important thing you need to get done today? This week? This month? What tasks can be put on hold? What could be delegated to someone else? Use your planner and schedule your day accordingly. Be sure to account for “extra” time requirements outside of regular class time or rehearsals, such as travel time and preparation (for example, the time spent pre-planning your blocking or choreographing a dance). At the end of the day, look back and compare how you actually spent your time with the schedule you set. Be honest with yourself about how you used your time. Did you procrastinate on a task you really don’t want to do? Have you been scrolling through Facebook and Twitter when you were supposed to be working on your props list? Did you get sidetracked looking through old cast photos? 2. Delegate.This is a difficult one for those of us who think it’s easier to simply “do it ourselves” – but trying to do everything without assistance is the quickest road to burnout. Reach out and ask for help. Delegate tasks to others. When you’re working on a show, look for student assistants, parent/community volunteers, other classes, and colleagues to help out. This way you can free up your time for tasks that only you can do. Also, you are providing wonderful learning and leadership opportunities for others. For your actual drama classes, why not reach out and collaborate with other drama teachers in your school district for different lessons and materials. They might have an interesting or unique approach to a unit that you hadn’t thought of. Looking for resources, right now? Why not check out our Drama Teacher Academy! DTA is full of individual lesson plans, units, curriculum, and more. 3. Set boundaries.If you are glued to your phone and have a 24/7 open-access policy, you are going to eventually start to feel smothered and resentful. Set teaching drama office hours and stick to them. Further to that, don’t answer emails or texts after a certain time. Put your phone away and close your laptop. Students and parents may inadvertently be taking advantage of you if you are always available, and you will start to feel like you are constantly on call. You should also sit down and reflect upon how many projects you take on during the school year. Honestly determine how many projects you can take on without making yourself ill. If you can’t do the annual haunted Halloween event plus a fall play plus the February coffeehouse fundraiser plus a spring musical (plus, plus, plus…) then SAY NO and stick to it! You are only one person and there are only so many hours in the day. It is also good and healthy for your students to see you modeling positive boundary behaviours. 4. Take care of your health.If you constantly push yourself to the limit, you will get sick. If you get sick, you will be no good to anyone – let alone yourself. The standard rules apply here: eat healthfully, bring snacks so you don’t get hangry, drink lots of water throughout the day, exercise as often as you can, get outside and breathe some fresh air, and get adequate sleep. And don’t forget to focus on your mental health. If you are frequently stressed out and anxious, those feelings will trickle down to your students. And that does not create a very positive learning environment. Take advantage of any mental health services that are available to you, reach out to colleagues to chat (and/or vent), and try to carve out a little bit of time that is not theatre-related. Read a book, go to a movie or concert, or take a class. Spend time with family and friends who don’t do theatre. Remember, there is a whole world out there beyond the auditorium, and the drama classroom will be waiting patiently for you when you’re ready to come back.

The role of the producer is often a mysterious one and hard to define. No two producers are alike, and each producer sees his or her job differently. In the simplest terms, a producer’s job is to deliver a good show, on time, and on budget. They solve problems that arise, and they are really the glue that holds the production together. Beyond that though, the producer is a valuable part of the artistic team. The producer melds the artistic side of a theatrical production with the business side, ensuring that the vision for the show can actually happen. If the current show is successful, then hopefully more shows can be produced at the school in the future. In many high school productions, the director also takes on the duties of producer, but if another teacher is able to take on the role of producer, it makes everyone’s jobs much easier. As well, many school productions often have a senior student in the role of student producer, which is great thing to do as well – many hands make light work, and it is a wonderful learning opportunity for that student. Being a producer isn’t easy, but it is very rewarding to see the show come together. Let’s take a look at common duties and responsibilities of the producer. Get the show on its feetIn a school setting, producers are generally involved in selecting the show, ensuring it is the best one for their students and the school. They help decide whether the show should be a play or a musical, and ensure that the subject matter of the selected show is appropriate. They present the selected show to the school principal and/or school board for approval. The producer helps to set the production timeline, choose the performance dates and number of performances, and select the location for the show (if it’s not being held in their own school). They apply for the rights to produce the show and ensure the royalties are paid. You can see why in a school production the director and the producer are most often the same person! Get the right people for the right rolesThe producer helps to recruit all theatrical personnel for the show including artistic staff, stage management, designers, and crew members. A good producer knows what students have been involved in previous shows, and can reach out and recruit new students to the production. The producer supports the artistic team and helps them to get their tasks done effectively. They are often involved in the casting process and tend to be the person who is tasked with delivering the “I’m sorry, but you weren’t cast” phone calls or emails. They are also heavily involved with getting people to come see the show – the audience! – through marketing and publicity. Take care of the moneyA large part of the producer’s role involves dealing with money, including setting the budget, fundraising, and determining ticket prices. The producer must keep careful records of all money spent on the production. They may liaise with the school board to deal with reimbursements for any out-of-pocket expenses. They also ensure that the production does not go over budget, and must approve any purchases or rentals needed for the show. Solve problemsA great producer must be responsible, quick-thinking, practical, and able to solve any problem that might arise. From budget concerns to getting program biographies in on time to dealing with students arriving late to rehearsal to solving disputes – the producer deals with all this and more. The producer must be proactive and take steps to avoid problems by showing passion for the production. Their feelings of enthusiasm and support will trickle down to all the students and faculty members working the show, and create excitement for everyone involved. Having an excited cast and crew definitely helps to get the audience excited to come see the show – which hopefully translates to financial success and more shows in the future!

Nineteen million people tuned in to watch the 2018 Golden Globes. And I bet you a number of them were students (maybe some in your classroom), and many were drama educators. Listening to the speeches, which focused on equity, empowerment, and community, made me realize the important role that drama educators have in this conversation. The #MeToo conversation is difficult for adults. It is even more difficult for young people. Students are watching as some actors, directors, and producers they have admired in the world of Hollywood are accused of abuse of power. They are also learning of actors and other artists who have been mistreated and/or abused. We, as teachers, have a responsibility to change the thought processes and culture that allow #MeToo situations to take place. Although not all of our students will ultimately pursue a career in the performing arts, we still have an obligation to teach consent. Our students have a responsibility to change how people are treated now and how they will be treated in our future. We must teach respect. We must teach our students to expect respect. We must also show our students respect, and allow our students to be provided with the opportunity to be asked for consent. I wanted to take ownership of this responsibility. I decided to sit down and write a manifesto for my classroom. I thought of teacher responsibilities and student responsibilities. I am hoping that by sharing this I might inspire you to create your own manifesto from some thoughts of your own. You could choose to share this with your students, or even build the manifesto together with your students. I believe the reflection is important. The ManifestoTeacher Responsibilities:1) Students have the right to say no.I remember in theatre school (at times, not always) feeling as if I could not say no to a director (HE was in THE BUSINESS and I wanted to make a good impression). Students should not be afraid to ask for alternatives in fear that it will affect how they are perceived, or that it might jeopardize future opportunities. 2) Teachers have a responsibility to ensure all performers feel comfortable.In high school and in theatre school I was very self conscious about my body. I was often given costumes that I did not feel comfortable wearing. When given a costume to wear, you were not asked for your opinion or input. Actors take risks when they perform; they should be able to feel as comfortable and confident as possible. 3) Don’t assume that kids are okay with content.As drama educators we often explore difficult topics. Ensure your actors, crew, and supporters (audience members) are comfortable, and/or have the support they need to are explore difficult topics. Tell the stories that your students feel the need to tell. Provide warnings to audiences about difficult topics that will be explored in your plays. Perhaps provide a Q&A after the show to guide the discussion. Think about the most vulnerable person in the audience – what message might they be leaving with? 4) Remember: teachers have power.Choose to use that power to empower students. Create an environment that allows students to feel they have a voice in what they do. Teachers have a power. The role itself requires us to have power. How we use that power can have a huge impact on our students. 5) Consider blind casting.Traditionally, casting was dependent on what the actor looked like. A number of shows, such as Hamilton, are choosing to cast the best person for the role vs. basing it on the actor’s appearance. This is a choice I encourage all teachers to make. 6) Your words matter.Often students look up to teachers. Our words matter. The comments we make and the feedback we provide, all need to support students in their physical, mental and social wellbeing. 7) Ensure that there are opportunities for all students.I am guilty of this one. At the start of my career I often chose plays that had male leads. Now this is not to dismiss the role of supporting cast members, but I realized I needed to make an effort to ensure that there was more variety in the stories that were being told. This choice didn’t didn’t have to focus on gender, but it did require variety in whose stories were being told. 8) Ensure that students are aware that performers should feel safe.I recently had a conversation with my giggly Grade 9 students about the job of an Intimacy Director. Earlier in the semester we had a Stage Combat Director come into class to teach unarmed stage combat. I had explained that an Intimacy Director developed choreography for things like hugging, kissing or even a touch, because, just like Stage Combat, everyone has the right to feel safe. This was a giggly conversation, but it was an important one. Everyone needs to feel safe on stage no matter what kind of relationship they are demonstrating. Actors must be asked for consent before being touched in any manner. 9) Make sure students know you respect them.We all want to put on the best performance we can, and we can only do that if we are in this process together. Students need to know that you are there to support them – to problem solve together, to collaborate. Students need to understand that this is your role. Student Responsibilities:1) You have the right to feel safe.Your wellbeing is a priority. Ensure you speak up if you do not feel emotionally, mentally or physically safe. 2) You have the right to feel comfortable.When you are on stage, you are taking a risk. You need feel comfortable doing so. 3) You have the right to be heard.Share your opinions. Discuss stories that you think should be told. 4) You have the right to disagree.You have the right to ask questions and to discuss disagreements. 5) If you notice that another student feels uncomfortable, please speak up on their behalf.Be the voice for another if they feel voiceless. 6) You are an artist.You deserve respect for this important role in society. You expose the truth. This is an honourable role. The only way we can change the issues being exposed by the #MeToo movement is to give all people power. We all deserve the right to build creative work, and to feel safe and respected while doing so. We all have the right to advocate for ourselves and to have the strength and courage to tell stories to change society. Students need to know this. We, as teachers, have the responsibility to ensure that our students know that they have value and that the stories we tell have an importance too. If we want to change the experiences of actors in the future, we need our future actors, directors, and producers to know that their worth is based in their creative talents. We need to ensure that respect and consent are part of the process. This is the only way to change #MeToo. Click here for a Student Responsibilities poster to share in your drama classroom. _ Claire Broome is a Drama teacher, Lead Teacher for the Arts and Culture Specialist High Skills Major program, and Curricular _Head of the Arts at John Fraser Secondary School in Mississauga, Canada. Claire is a graduate of the Theatre and Drama _ Studies program at UTM and Sheridan College._ In her “spare” time Claire writes plays, and collaborates with students to create a Youtube show called “Student Government”. _In her younger days, Claire performed in touring children’s theatre shows._

We recorded a podcast featuring 9 teachers from all over the country, in both middle school and high school programs, to find out what makes them able to do it all when directing a play. Here are 10 of their best tips: 1. Build a program that allows students to develop responsibility and grow their skills.“I give a lot of the responsibility to the students. When we get ready to move our show onto the stage from the shop, kids each have a specific task to do. And they’ve kind of come up in the ranks so they’ve earned that responsibility and they’re very competent, very hard-working, and very talented. I do leave the majority of it up to them. That helps me a lot because it frees me up to be more of a director than someone who’s in the trenches backstage.” 2. Have patience.“Just have patience that, in the end, the result is most of the time going to be excellent: the kids are going to be excited, the parents are going to be happy, and the school system and the community are going to benefit. You know, the show doesn’t have to be perfect. We’re going to miss sound cues. Sometimes, the light board is not going to come on. Whatever the situation, you’ve just got to be a little patient and a little bit flexible and just proud that the kids get the opportunity even if every show is not to perfection.” 3. Plan carefully and well in advance.“I always make sure that I’ve got my season picked out at least by June of the previous year. That allows me to spend a good deal of the summer planning. It also allows me to give roles to students and that’s been a huge asset– training kids. “Hey, Noah, we’re doing these shows next year and I need you to be the sound designer so I need you to start researching.” Being able to give different roles to students, give them the time to work on it, and then as well as for me to come up with, “Okay, we’re going to build this so we need that, that, and that.” I try to set up our rehearsal schedule as early in advance as possible.” 4. Pick one thing and do it well.“Choose one thing to learn each year and really concentrate on it in your production. I tried to do everything and it just was very overwhelming. I was way too scattered on my first production, to have everything at the level that I wanted it to be at. I know that in maybe five years I will have it at a level that is a little bit more professional, but I’m just going to have to really concentrate on studying one area each year and work on that. Then, that’ll carry through to the next year and I will pick another area.” 5. Set high expectations for your students.“I ask them (my students) to be little bit more mature and, you know, if I run into something, I have to say to them, “Guys, if you can’t help me do this, we can’t do this.” So, I just really put it out there for them and they really step it up , so I’m pretty lucky.” 6. Don’t give up.“Eventually, it gets better. You find things that work. A lot of times you fail and a lot of times you make mistakes. But that’s how we learn and that’s how we grow as educators and directors. Don’t give up because there are times that it’s hard and there are times that you just feel like you want to throw in the towel and you think to yourself, “What is this for?” But then, on those opening nights, when those kids are standing onstage taking their bows and the audience is standing and giving them a standing ovation–that’s what it’s for. It’s for them.” 7. Use recycled materials.“One year, I used all recycled materials for every piece of scenery. We had to have a great big wall that got knocked down in the middle of a particular play. We just asked people to bring in their garbage boxes and we used craft paper that had been used to cover the tables in the art room and we covered them all with that and then we wrote graffiti on them. And so, the whole set was this big recycled project.” 8. Involve the parent community with specific tasks.“I have found that the parents of my students and cast members are not unwilling to become involved. It’s that they literally don’t know what to do. I think that the first and foremost step should be communicating with them the exact jobs that are needed. Be as specific as you can: “We need somebody who is skilled with carpentry to volunteer some time–any time you have–to help us build some acting blocks or to build some canvas flats for us.” Listing off as specifically as possible what is needed is an important element. I think what winds up happening is you start to develop a culture that’s sort of (for lack of a better term) an underground culture of knowledge of what’s needed.” 9. Use a contract.“It’s in the student contract that the parents actually have to contribute to the production and that helps take some of that stress of actually getting it all done off of me. We try to offer enough different kinds of jobs, like bringing water backstage for the kids. That’s not something that requires a whole lot of time, but it’s time that somebody has to take, and it helps out the production.” 10. Count on your students.“When people are feeling the struggle, I think that the answer is always right in front of you–to use your students and to give them responsibility. What a wonderful teaching moment!”