New Drama Teachers

Loved the original Drama Classroom Companion? The Drama Classroom Companion: Volume 2 has more articles, exercises, reflections and rubrics that focus on reaching the 21st century teen using 21st century skills. How do you approach common assumptions about drama class? How do you rehearse backwards? How do you deal with students who can’t handle feedback? How do you communicate with parents? How do you encourage ensemble thinking? This volume contains everything you need to further explore creative thinking, critical thinking, communication, and collaboration in the drama classroom.

Have you wondered how to take improv to the next level with your students? Your High School Improv Show Playbook is the “how-to” guide for you! Empower students to present their first improv show that is fun and entertaining for all. Improvisation is a great tool for the drama classroom to help build ensemble, encourage risk-taking, support spontaneity and foster a sense of humour. But how do you take improv further? Have students do a live performance! Your High School Improv Show Playbook is a fantastic resource to help your student performers build confidence in their creative abilities. It holds everything you’ll ever need to know about putting on your first live show from the what and the why, to game lists, to warm-ups, to host tasks, to audience suggestions and more!

Scene-Spurs: Writing Prompts for Dramatic Depth – Volume Two is a collection of photo-based writing prompts plus an instruction guide to integrate them into your drama classroom. Each Spur has… • An Intriguing Photo Specifically chosen to trigger creativity. • Warmup Questions To get the brain in gear. • Automatic Writing A technique to help focus the mind. • Monologue & Scene Prompts Theatrical suggestions for writing monologues/scenes inspired by the photo. Get your students writing today with Scene Spurs: Writing Prompts for Dramatic Depth – Volume 2!

Global citizenship focuses on the world as a whole and our place within it. With Active Citizenship in the Drama Classroom you can encourage students to take ownership of their voices and make positive changes for the future. To be an active citizen requires skills that are practiced daily in the drama classroom: critical thinking, communication, collaboration, and empathy, to name a few. This toolkit offers articles and activities that you can use with your students to encourage them to start thinking about their place in their community, their country, the world and beyond.

Whether you’re a new drama teacher or you’ve been at it for years, please don’t try to go it alone. We’ve said many times before on the Theatrefolk blog that theatre is a collaborative effort. Even in a one-person show, you need others to help. It’s important to reach out and develop a community of people who can share resources, tips, and advice, support each other, and offer a place to vent and celebrate. Creating these connections requires a willingness to put yourself out there, but it’s so worth it. A great drama teacher community is a circle of support, and can even blossom into great friendships. Here are some people you can potentially add to your circle of support! 1. Teachers at your school (but not just drama teachers)If your school has other drama teachers, this is the obvious place to start. These people will be your closest collaborators and you’ll be sharing resources and learning spaces with them on a daily basis. Additionally, it’s good to get to know teachers in similar arts subjects, such as music, dance, visual arts, and language arts. These people can be great resources if you decide to produce a show with your students. Of course, it’s always in your best interest to be on good terms with as many teachers as possible at your school. You never know who will have some nuggets of wisdom for you (everyone was a new teacher at some point) or who might have a surprising connection. Maybe the chemistry teacher at your school is a neighbour of the drama teacher at the elementary feeder school in your district. Which brings us to the next group of people to reach out to… *2. Other drama teachers in your city *This includes drama teachers at other high schools, elementary feeder schools, and even college or university instructors if your city has a performing arts post-secondary institution. Again, these people can potentially share lesson plans and resources such as costumes, props, and set pieces, and they’re a great source of advice and camaraderie. As well, it’s good to be able to share performance dates and potential show titles with each other. This way you can all avoid issues like three performances of Beauty and the Beast at three different schools on the same weekend. 3. Theatre companies in your communityThis can include both professional theatre companies and community theatre and youth theatre groups. For example, London, Ontario is home to the Grand Theatre (a professional theatre). It also has a thriving community theatre scene, including companies such as the Palace Theatre Arts Commons, London Youth Theatre Education (LYTE), Musical Theatre Productions, Original Kids Theatre Company, and many others. Making connections with people who are involved in other companies can create opportunities for field trips, workshops, guest speakers, costume and prop rentals or exchanges, and maybe even discounted theatre tickets. You may be able to connect with theatre specialists such as fight choreographers or intimacy directors. Many professional theatres also offer educator clubs, talkbacks, and professional development opportunities. Joining in on these groups can help you make all sorts of connections! 4. Online communitiesOnline communities are fabulous resources, particularly if you are in a remote or rural area or there aren’t many other drama teachers in your area. But even if there are lots of “real life” people in your drama teacher community, having an online circle of support is so helpful. It’s great to hear how educators in other cities, provinces, and countries run their programs and how their drama programs are similar and different to yours. The Drama Teacher Academy is one of these great communities. Not only is it packed with lesson plans and professional development opportunities, but it has a thriving private Facebook group full of educators who are eager to chat. 5. Other performing arts communities such as choirs, dance studios, concert halls, and performance venuesLook beyond drama and consider community connections in related fields. Choirs can introduce you to potential music directors for your upcoming musical. Dance studios could lead to potential choreographers as well as costume rentals or loans for large ensembles. Concert halls and performance venues can be great resources for performance spaces (especially if your school doesn’t have its own performance space) as well as connections for sound and lighting equipment sources. What other connections are out there? Think about thrift shops, tailors, musicians and bands, makeup artists, videographers, historical experts, and specialists in different areas. For example, perhaps you could reach out to the local Jewish community if you are doing a production of Fiddler on the Roof or The Diary of Anne Frank. The opportunities are truly endless, and the connections you’ll create are invaluable.

Whether you’re new to teaching or new to teaching drama, producing your very first show can evoke equal parts excitement, nervousness, and terror. You know you want it to be great for your students and your audience but beyond that, how do you keep it from stressing you out too much? We went straight to the source to get the inside scoop from those who’ve been there: drama teachers. We asked: What’s your best piece of advice for drama teachers producing their first show? It takes a villageDon’t try to do it all yourself. (Glenn K.) Don’t be afraid to ask for help and delegate. Find out who is good at doing what and get them involved, especially parents! It takes a village to put on a show and have fun! (Tatiana B.) Ask for help. (Kathy S.) Delegate. Delegate. Delegate. (Jack S.) Enlist help from parents. Support from them is invaluable. (Jacque A.) Build a parent network for your crews — costumes, props, tickets, etc. They will be invaluable to you. Relax and enjoy the process. Listen to the kids — they often have great ideas. Keep your vision in front of you at all times. (Deborah Z.) Use trusted friends and teachers as your adult staff. As much as parents want to help, they can be more trouble than they are worth. Encourage them to just sit back and enjoy the show. (Thia T.) Have a strong creative team who support your vision. (Heidy P.) Start small and include as many people in your community (local/school/area) as you can. Many hands make light work and there is no better feeling than when everyone feels a part of the show. It becomes “our” show instead of “the show.” (DWME) Delegate as many tasks as possible. (Tamara S.) Don’t be afraid to ask for help!! We’ve all been there! (Carolyn G.) Find (or make) a tribe! Chances are you know someone who knows how to use a sewing machine or has a bunch of weird clothes. That’s your costume person! Have a friend who’s really detail oriented and a self starter? That’s your production manager. Don’t be afraid to ask for help and get creative! (Jeremy T.) Use your resources! Ask for help! (Paige M.) Ask other teachers to borrow their stuff — then thank them in the program! (Maureen K.) Involve your studentsWhen in doubt, let the kids lead. And don’t be afraid to delegate! (Cynthia R.) Get the kids involved backstage. Give them responsibilities with props, transitions, costume changes, etc. They love it and take it so seriously and it gives you more capacity to manage the things you cannot delegate. (Shelley M.) Let the kids teach YOU something. The best scenes can be spontaneous from their imaginations. (Kelly R.) You are doing this for the kids first! Not only for the audience and good publicity. (Petra B.) It doesn’t have to be perfectIt will not be perfect, but it will be perfectly what it needs to be for that time in your career/your students’ lives. Simplify when you need to simplify, delegate to students as much as you can, and remember it’s meant to be an educational experience for all involved! (Tabitha C.) No matter what happens and what you put on that stage, the parents will love it and your kids will have learned something. (Marisa B.) You’ve got thisLet the educator in you lead the way. Then it’s always a smash hit! (Christa V.) Know It will be ok. Repeat: it will be ok. Because guess what? It will be ok. (Annie B.) You will never feel like you have enough time. EVER. So don’t think you feel this way because you are putting on your first show. (Lisenka B.) Don’t forget to Have FUN. (Pieter V.) Keep it simpleDon’t try to go too big. Pick a less tech/minimalist kind of show so as not to overwhelm yourself or the kids. Then as you get more confident, go for something bigger. Lots of great minimal one-acts out there. Delegate to kids, and put them first. Have fun! (Melanie F.) Keep it simple and achievable and most importantly, FUN. (Amanda P.) Keep your designs simple. The human imagination can fill in a lot. (Josh M.) Choose one thing the audience notices and do it well. Next time do two things well. Eventually it will all be amazing. (Kristin B.) Start small! (Julie S.) Do a vignette play. (Rebecca A.) Focus on acting over other things if you have to choose, and if you choose a show that highlights the kids you have, your job is so much easier. (Heather T.) Self-care countsBreathe! Don’t work every day — you get weekends! (Makaela H.) Eat. Drink water. Get sleep. The students will emulate your habits and now is a good time for them to learn healthy habits to keep from burning out. (Patrick S.) Keep your energy high and your anxiety low. The show will happen … eventually (Arbaayah T.) Work with what you’ve got, give what you can, and know when it’s time to say, “This will be fine the way it is now.” (That’s usually a day or two before opening.) (Chachi C.) Stay organizedStay organized, take help when it’s offered, and remember that it’s more about the process than the outcome. (Alison B.) Knock out as much as you can in the beginning, more than you normally would, so you have room for the fun embellishments and room for missed rehearsals. Blocking, ordering, designing everything saves a TON of stress at the end. (Kaitlyn L.) Read the script 5–10 times before you start. (Mary Beth E.) Two or three helpers, delegate, have a very well-organized backstage area/prop table with each prop or group of props sectioned off with tape (AND clear rules on if it’s not your prop DO NOT TOUCH IT OR MOVE IT), run sheets, backstage copies of scripts, designated person to help with quick changes, etc. And have fun!!! (Adra C-L.)

You need your students to work independently on a scene but when it’s time to present they seem to have forgotten everything you’ve taught them. Scene Self-Staging: Teaching Students to Block Theatrically and Independently gives students a process to follow to help them produce a fully staged scene with specific dynamic blocking and three-dimensional characters. Scene Self-Staging provides an in-depth step-by-step process to help students master their scenes – from choosing a scene to script analysis to presentation. All material is geared toward independent, student-driven staging – and you can be as involved or as hands-off as you wish. Assessment suggestions are provided for each step, or you can just use the Performance Rubric. Help your students stage their scenes to the best of their ability – and do it all without you!

As theatre educators, we typically do what we do because of a passion for both theatre and teaching. When our students struggle, we’re often the first ones in their corner cheering them on. But what happens when we’re the ones struggling? When the daily stresses and frustrations add up until you feel like the show can’t go on? We went straight to the source to get the inside scoop from those who’ve been there: drama teachers. We asked: What motivational words would you offer a struggling drama teacher? Have funLet yourself play — and let the kids play! Stop, drop, and goof around! (Julia B.) If you can laugh and your students can laugh every lesson, then you’re doing it right! Teach the students to look after their voices so you can look after yours! (Robert D.) Have fun with it, show them how much you love it. The more excited you get about what you are teaching, the more excited they will get about what you are teaching. Share that love you have for it with them! (Misty R.) Learn to laugh. We’re all fallible and so are the kids. Learn to enjoy the process together. You are all developing artists. Learn to grow together. (David V.) Find the magicRemember when you first had that awe-inspiring moment of, “It’s magic!” in the theater? You get to set up the structure for an unsuspecting kid to get hit with that same amazing moment. (Rachel W.) Remember why you do thisRemember that teacher who inspired you as a kid. (Aoife H.) Remember your WHY!!!! (Claire L.) Don’t look at the big picture. Find the little moments, a student who finally “gets it” or a moment of connection you had with a group. It’s the little moments that get you through, especially in a job where we’re usually the only one there. (Andi C.) Theatre skills are life skills. Your students may never use these skills for acting but they’ll always have them for use in life. (Zack P.) It’s all about relationships! Work on relationships. (Andy L.) It’s not always easyIf everything is easy and everyone is comfortable, you’re doing it wrong. (Scott G.) It gets better. (Joshua D.) It’s a temporary glitch. Trust in your skills and knowledge. You’ve got this! (Heidy P.) Teaching is a lot like tech / “hell” week. You remember all of the things that are going wrong, and sometimes don’t have time to acknowledge all of the really awesome things happening. You feel like the whole thing is a mess. But, in the end, most people see a lovely end product and applaud all of that hard work you did. In the same vein, there are others with you in other schools (or “productions,” with this analogy) who see what you’re doing and realize exactly how much of you went into what the public sees. You are not alone, but you ARE trained and ready for this! (Kathryn H.) What you do mattersYou are planting seeds of growth and in time the fruits of your labor will flourish. (Andrea K.) You will make a difference if you continue to expose them to theater. Kids have so much fun. (Nadine J.) They may not tell you this but you may be the reason some kids attended school today. (TD) A good teacher is one who knows they know nothing and starts from the heart. (Andrea S.) You’re the whole reason some of the kids in your class can express themselves at all! (Stephen C.) The journey is every bit as important as the end product. Encourage students to stop and smell the greasepaint along the way. When you engage students in creative play, improv, rehearsal, and performance, you are giving them a gift that will last a lifetime. (Kathi T.) You matter and your work matters, so much! (OTC) Your work is important, vital, and necessary. (Sarah L.) Keep some perspectiveThe show will go up. The show will come down. You will be in your yoga pants. Borrowing from someone who said it to me. (Jennifer P.) Remind yourself that they are just high schoolers (or whatever grade level you teach). They are really good at acting like adults 75% of the time and that can make it hard to remember that they are still kids and will still do dumb things. Love them through it. It’s worth it. (Brittany M.) It’s not the bells and whistles, use what you have to make it work. We don’t have a theatre, but have a successful program due to imagination, practice, and fun! (Beth G.) Make self-care a priorityIt’s okay to take days off. Rest is important. (Tabitha C.) Those relaxation/breathing exercises you do with your kids? DO THEM. Always remember the BIG PICTURE. (Andy R.) Take five. Sometimes you learn the most by listening to them talk to each other. (Shannon R.) It takes a villageAsk for help. You’re not alone. Make a list and then figure out what can be taken off your plate or done by others. (Christa D.) Pace yourself. Don’t compare your program to others. Always keep the kids in mind. Make friends with the coaches, custodians, secretaries, and bookkeeper. They are amazing people who will provide you with support. Ask for what you need. You’ll never know if you don’t try! Find joy in the little things. (Carolyn G.) You don’t have to do it all by yourself. Find the allies in your school. Set up a system for parent, community, and alumni volunteers. And remember that this is educational theatre and you are working with earnest amateurs. Allow yourself and others an extra measure of patience and grace. (Erin M.) You’ve got thisLife is like a big box seat. You never miss a thing and you’re in total control. (Fiona Y.) You’re doing it right. It’s a process for everyone. (Anne M.) Just keep showing up! (Corianna L.) The show must go on! Seriously, you will get the hang of it! (Caitlin P.) The show is going to come together and it will be great! Enjoy the ride! (Kelly R.)

Every production requires the right blend of individuals to help tell the story. As theatre teachers, the challenge is finding these individuals and matching them to the parts that will best bring your production to life. So how do we ensure the casting process is successful for both your students and your show? So we went straight to the source to get the inside scoop from those who’ve been there: drama teachers. We asked: What is your best piece of casting advice for fellow directors? Kindness countsBe positive and encouraging throughout the process. Some students are terrified. (Christa) BE KIND. Your community theatre production or high school play is not Broadway, so give it a rest. Your job is to nurture, teach, and inspire a love of theatre. (Rebecca) Remind everyone who auditions that they did a great job; even if they do not get a part they will feel better and try again. (MMS) Create an inclusive audition environment that feels like a workshop — a shared experience rather than a competition. Community is built and there is more support for those who get cast from those who didn’t. (Christa) Talent isn’t everythingWork ethic > talent. All day, every day. (Amanda) Attendance matters. Don’t cast someone in an important role who is absent a lot. (Kelly) Cast commitment over talent every time. (Trevor) Personality and character over talent! Always ask yourself, “Do I want to work with this person?” (Skee) Take a chance on talented, hardworking people even if you don’t initially see how their type can fit the role. If they can sing the part, are dedicated, qualified and reliable give them a shot — especially if that’s what you say you value. You can cast a taller sibling to be the young one, grandparents don’t need to look like their grandchildren, etc. (Jordan) Go with your gutAbsolutely go with your gut. If something feels off, don’t cast them out of pity or obligation. Cast what your show really needs. (Beth) Trust your instincts. Don’t be afraid to cast against type. (Matt) Create the callback list with your head, the cast list with your gut. (Dan) Craft the play you’d want to be in the audience for. Trust your sensibilities. (Shannon) Cast the best person for the partSometimes your show needs that student and sometimes your student needs that show. I’m all about making amazing theatre, but I’m also about creating community, learning, and encouraging amazing human beings and sometimes that looks like casting someone who isn’t quite right or might take a bit more work. (Brittany) Type can be important and is part of the story-telling, but as the great Artistic Director of the American Conservatory Theatre said, “When faced with a choice between the right type and the right talent, go with the talent.” To augment that, especially in educational or community theatre where your talent pool is limited, it’s important to put the right personality in the right role. A student actor might not be gifted, but if their own personality will illuminate a role, then they will be a success in it. (Michael) Don’t cast based on how long someone has been in the program. Cast the best person. (CJK) Don’t let parents bully you! If a 6th grader is better for a role than an 8th grader, don’t let their age hold you back from casting them. (Rebecca) Don’t be afraid to take risks. Cast against type if an actor is really best for a role. You will likely be pleasantly surprised. (Kim) Give newcomers a chance at acting. And don’t get hung up on the physical appearance of the actor. If the spirit of the character comes through, that’s your person. (Jeannette) To callback or not to callback…Do not have callbacks unless absolutely necessary. Do good tryouts and you should know what you have. Callbacks just hurt kids more. (Jared) HOLD CALLBACKS. Look for chemistry between scene partners. I call it “SIZZLE,” that certain something that pops off and makes you want to see more. (Lara) Do what you say & say what you doIf you say you don’t precast, don’t. Kids will see right through it. (Sean) Whatever you say you’re going to do after auditions, follow through and do it. It is only your reputation. People tend to remember things like that. (Jim) No matter what, someone’s feelings are going to get hurt. You can acknowledge that at auditions with the students; let them know you’re aware of their feelings and casting is not easy, but that it’s your responsibility to place students in the positions where they can learn most and most succeed. (John) Keep it fairCast with a casting team. It helps you when parents accuse you of favoritism or whatever. (Christi) Communicate the cast listEmail the cast list to those who auditioned and BCC their email addresses. This way the students can choose the environment where they read it and react accordingly. They can choose to be with friends or by themselves. Also, email the list after school. If it is sent before or during school, the results could distract them in other classes. This way it gives them the night to think about it and process in their own ways, again, without having to be in public if they choose. (Tim) Post on Friday afternoon. It gives them (and you) time to reflect and recover. Ask for an indication from them that they “accept” (either initial the cast list or e-mail). Emotions tend to abate over the weekend (especially THAT parent!). (Chad) Post the cast list at the end of the day (preferably on a Friday), and leave the area immediately. (Karla) Always “sleep on it” at least one night before posting the cast list. (Christa) A few final suggestionsI always ask each student for their top three choices of characters they would like to play. It’s not always the lead parts you think they’d actually want. Makes it easier. Everyone got one of their top three. (Angela) Look for the heart of the character. You can teach the rest (accents, style, etc.). (Holly) Always leave room for a surprise. (Gary) Be patient. Don’t rush the process. If you need another day, take it! (Carolyn) Want more information on the casting process?We’ve got you covered! • How to deal: Not getting the part you wanted • How do you cast school plays? • Thoughts on gender and casting • Putting on a class production: Casting • Pros and cons of double-casting • Casting challenge: Not enough actors! • Casting challenge: Too many actors!

We’ve discussed ways to foster connection and establish trust with your students, but we also need to establish boundaries. Boundaries are necessary to protect ourselves and our well-being. Without boundaries, teachers can feel burnt out, unappreciated, resentful, or taken advantage of. Setting boundaries with your students demonstrates how you wish to be treated, how your classroom is run, and the expectations that students must live up to. Boundaries will vary from teacher to teacher depending on their personal preferences and needs, as well as the rules and policies of their school. The following three points are suggestions for where to start establishing your own boundaries for yourself and your drama classroom. Remember that you are one person with a finite amount of resources, physical strength, and mental capacity to do your job effectively. Setting boundaries will help you protect that. 1. Protect your personal life.Do not share personal contact information or your social media accounts with students (some teachers have teacher-specific accounts on which they only discuss school business). You may wish to make your accounts private or use a pseudonym for public accounts. Many teachers intentionally misspell their display names or use their middle names on their Facebook accounts. Don’t accept friend or follow requests from students, and don’t look at their social media accounts either (for example, Instagram lets users know who has viewed their stories). If you are teaching remotely, you may wish to avoid showing your home in the background. Use a virtual background or angle your computer so your background is a neutral wall. 2. Protect your classroom atmosphere.Establish clear classroom rules and expectations right away. Communicate them frequently and make them available for you and your students to refer to easily. You might post them in your syllabus and on your drama teacher website, display them on a poster in the classroom, or have students practice the rules using the “Act It Out” game. Let students know up front the consequences for breaking the rules, and follow through. Some teachers encourage contributions from students regarding rules and consequences — this allows them to take ownership of the classroom atmosphere. Model the behaviour you want your students to display by showing respect to your students. Be consistent and hold all your students to the same standard of work and behaviour. 3. Protect your time.It’s great to be available to your students outside of class time so they can speak to you, but set limits. Let your students know if you have office hours when you will be available in person, as well as when you will and will not respond to emails. You can put this information in your email signature (“I will respond to emails between the hours of 8 am and 5 pm, Monday to Friday”) or set an auto-responder message for when you’re out of school. Take time for yourself, away from your students. Take breaks during the school day. Step outside your classroom, eat your lunch, use the restroom. If you have a planning period, close the door or put on headphones and breathe. Use your sick days, paid time off, and all your vacation days guilt-free. (The Drama Teacher Academy has tons of great lesson plans you can leave for a substitute teacher.) You already spend a ton of time with your students. Taking breaks will allow you to rest, refresh, and come back to class feeling much better. Further Reading: • 20 Self-Care Actions for Drama Teachers • Safety Concerns in Distance Learning • Top 10 Classroom Management Tips for Drama Teachers

Students rely on their teachers to impart lessons with confidence, understanding, and kindness. They need to feel safe in their classroom to learn, make mistakes, fail, and try again. In short: students need to trust their teacher. But trust isn’t so easily earned, especially if you’re a new teacher. Students don’t know anything about you, your background, or your teaching style. It’s up to you to earn their trust. Here are five tips to help you do that: 1. Listen and recall.I’ve been talking a lot about this in the past few blog posts, but listening to your students is so important for establishing trust, connection, and communication. Listen to what your students are saying and recall that information when an appropriate moment comes up. Remembering things like an important upcoming event, an interest, an allergy, a fear, etc. will let students know that you’ve been listening to them. A student who feels heard is a student who feels valued, and they will be more likely to trust you. As well as listening to what they’re saying, be sure to also observe what they’re communicating nonverbally through body language, and note what they’re journaling about. These can provide further insight into your students’ thoughts and feelings. Here’s another article about active listening: Hearing or Listening? 2. Follow through.If you tell your students you’re going to do something, make every effort to follow through. It could be anything from giving extra time for students to rehearse, allowing time to play improv games at the end of class, or making the class popcorn for a screening of a play they’re studying. This is an “actions speak louder than words” opportunity to build trust. Students remember these actions, but they remember being let down if we forget even more. 3. Demonstrate confidence and competence.A great teacher knows their subject inside and out, is organized, explains concepts in ways their students can understand, and thinks on their feet. They’re prepared for class and enthusiastic about their subject. By being excited about their subject, they show students that learning more about the topic is worth their time. They trust that their teacher knows what they’re doing and that they’re not going to be led astray. 4. Admit your mistakes.While you’re an awesome, confident, knowledgeable teacher, you’re only human, and you’re learning too. Show your vulnerability and admit when you make a mistake or don’t know something. If a student points out a typo in one of your handouts or an error on a PowerPoint presentation, accept the note and acknowledge the mistake. If a student asks you a question that you don’t know the answer to, say so. Then find out the answer and get back to them. Showing students vulnerability teaches them that mistakes are how we learn. We are always learning, no matter our age, previous training, or level of experience. 5. Let them lead.Leadership opportunities are a fabulous way for students to learn. They show students that you trust them with their own learning as well as that of their peers. Students can lead warm-ups, direct scenes, create and perform their own monologues and scenes, and take on new and different production roles. Students get a wealth of hands-on learning, a feeling of empowerment, and a sense of pride from being entrusted by the teacher to lead. Further Reading: Warm-Up Exercises for Trust Building

There’s a noticeable positive energy in a classroom where there is a genuine connection between the students and the teacher. Students are engaged in the lesson and well-behaved. Students who feel seen, heard, respected and understood are much more likely to participate on a deeper level, absorb lessons more thoroughly, take more risks in class, and actually enjoy what they’re learning. Connecting with students takes effort, patience, and perseverance, but it’s worth it. Here are five ideas to help you connect with your drama students: 1. Use the first five minutes of classWhether you do a check-in at the beginning of class, have students respond to a journal prompt, or give them “talk time” to get their sillies out before the lesson starts, the first five minutes of class can be a valuable time to foster connection with your students. Listen to what they’re saying, and observe what they aren’t saying. A student who yawns and doesn’t raise their hand to participate might be bored… or they might be tired from having to work late at a part-time job to help their parents pay bills. Use this verbal and non-verbal information to help guide your interactions with each student. 2. Use gamesYou can learn so much about your students through games. At the beginning of a new term, you can use games to learn students’ names), find out what they have in common, and get to knowtheir personalities and likes/dislikes. Using games is a fun, low-pressure way to connect. Again, observing your students and filing away the information they choose to share during these activities can help you find common ground and shape your curriculum to best help your students succeed. Plus, it’s often a good way to share a laugh! 3. Be availableWe know your time is precious. There are a thousand things you have to do and not enough time to do them. But a great way to foster connection with your students is to be available for them outside of class time. This could mean having office hours available for your students to drop in or make an appointment to see you, or allowing students to eat lunch or spend their free periods in your classroom. This way students will know you’re available to talk with them if they need it. Whether they want to have a serious heart to heart or just joke around, offering a space for them to “just be” is a great way to foster connection. 4. Give praiseLet your students know when you think they’re doing a great job. Have they been working noticeably hard? Did they have a great idea? Have they demonstrated a positive attitude, bravery, or increased confidence? Did they get frustrated or stuck but pushed through and persevered? Here are twenty ways to praise your students. Make it specific, sincere, and in the moment. Let students know that you noticed and appreciate their unique efforts and contributions. 5. Show upIf you can, attending your students’ school events (art shows, sports games, academic events) not only displays your school spirit, but it shows them that you’re in their corner. They’ll likely feel flattered that you made an effort to support them. You might also get a chance to meet their family members and get to know them outside of formal parent-teacher conferences or emails. If you can’t attend events in person, wishing your students luck beforehand, asking them about how it went afterwards, or giving them a shout-out on a great job shows that you’re taking an active interest in their lives. This might be hard to do depending on your school’s current health and safety measures. But making the effort to attend these events shows that you’re not just saying you support them, you’re actively demonstrating your support by being there. Further Reading: • Small Ways to Connect With Your Students During Distance Learning • The Helping Drama Students Succeed series

Costumes are a fabulous part of theatre — they help tell the story, they help actors get into character, and they immediately tell the audience something about what’s going on. But whether they’re extravagant or simple and functional, sometimes it can seem overwhelming to know where to start. So we went straight to the source to get the inside scoop from those who’ve been there: drama teachers. We asked: What is your best piece of costuming advice for a new director? Second-hand successBuild relationships with second-hand stores (the independent ones). Many will let you borrow items out of your budget in exchange for their name in the program. Some will ask for a deposit but I have borrowed furniture pieces (couches, chairs) that we didn’t have space to keep so would have donated back anyways. Sometimes they will ask for a refundable deposit. (Jessica) Always check thrift stores first. It’s amazing what costumes can be made from thrift store finds. (Sue) Get creative! Curtains make great cloaks, aprons, skirts, etc. and the fabric is cheap when you shop resale. (Kendra) Thrift shops, people’s attics, yard sales, borrowing from other companies. Then return on time and in good condition. (Debbie) Shop Halloween stores November 1st and 2nd. 50-75% off costumes, makeup, props, etc. (Jennifer) Many of my best costumes, props, and sets came from local theater companies in town who often had storage rooms full of these things and let me “borrow” them if they were not using them at the time. I, of course, return them cleaned. A tremendous help! (Tina) Think outside the boxIf you’re in a school with houses, make costuming a competition between houses. All of a sudden all the teachers who can sew and glue and make things are there to help. Used recycled materials. Budget for a trophy. Works every time. (Amina) I used to do sketch comedy, and I was told to “suggest” the costume. There was never time to do full costumes with no crew and fast changes. And use glow tape to find your shoes in the dark! (Marilynn) K.I.S.S.Keep it simple! Children can make a great deal of costumes creatively at home or indeed in a workshop. It’s really good to include them in that process. Encourage them to think about their characters’ appearance and props. Simple materials and methods can be very beautiful. Drama lessons should promote an awareness of all of the elements of theatre. (Grace) Keep it simple! Ask for help. And use your imagination to repurpose the resources (sets, costumes, props, whatever) you already have available. I’d also suggest: Choose a play or plays that allow for flexibility in casting. It’s hard to know how many kids will audition, etc. (Lisa) Keep it simple! Don’t try to recreate Broadway. Choose pieces that lend themselves to simplicity in staging and costume design. Be open-minded — just because a piece traditionally has a big set and splashy costumes doesn’t mean it can’t lend itself to simplicity. Look to the themes of the play — can they be supported by a simple set and costumes? (Elizabeth) Keep it simple, because it can very easily spiral out of control. For example, have the actors provide a basic black outfit. You provide hats, scarves, and neck ties to define the character. Also, always have another adult around if/when you’re taking measurements and/or doing fittings. (Josh) Keep it simple. “Wear all white,” “jeans and plain white t-shirt,” “borrow from friends/family,” etc. are common phrases around me. If you do buy costumes, sell off the old ones to buy new. Don’t get attached. Besides, you don’t need them cluttering up your storeroom. (Heidy) Get by with a little help from your friendsBorrowing is a thing! You don’t have to build or buy it all yourself. Shoot out emails to families, staff, your grandma, everyone. And make social media posts: “Here’s what we need.” People will come out of the woodwork to give or loan you things. I once got a 6’ tall paper mache horse. Just saying, ask and you’ll get sooo much for free! (Andi) Ask for help! Don’t put too much on yourself! You’ll be surprised by how many people might be willing to help if you just ask. (Stephanie) Facebook groups for sharing props, costumes, etc. among communities are great. Someone has done that show near you and might still have that item to lend. (KJM) Plan your work & work your planKeep lists. WRITE DOWN EVERYTHING. Lists are your friend. Staying organized with your tech will make your show run 1000 times more smoothly. (Mary) Plan early but be willing to make adjustments and changes in your vision too. (Mikki) When you’re deciding what to store and what to do away with, think of it through this framework: Keep what you would not easily be able to replace. Good examples of this are vintage items like typewriters or old televisions or expensive items like wedding dresses and suits. (Miranda) *Need some more advice and direction? *We’ve got you covered! • Round-up: Your Costume and Prop Challenges • Round-up: Common Costume Concerns • Costume Care: Do’s and Don’ts • Basic Costume Items Every Drama Student Should Own • Measuring Up: Costume Measurements • Create a Costume Vision Board • How Costumes Affect Your Character

Whether you’re a new drama teacher or new to teaching drama, you’ll encounter many challenges in your first few years. Methods of Teaching Theatre: A Teacher Toolkit by Matt Webster is designed to help you be ready before a student ever walks through the door, as well as give you fundamental building blocks to plan for and execute a well-run classroom. This resource examines four fundamental building blocks of teaching: 1. Classroom Setup 2. Classroom Management 3. Lesson Planning 4. Assessment It also provides you with tools and activities that will help you integrate these fundamentals into a drama classroom. Methods of Teaching Theatre: A Teacher Toolkit is all about what’s behind the curtain of a well-run drama classroom – the preparations, planning strategies and teaching tools. Anticipate the preparations you will need to address before a student ever walks into your classroom and the kind of philosophical questions you need to ask, and answer, as you begin your teaching career. Not sure if you’re prepared? Matt Webster shares a few things that no one tells you about the first few days of teaching theatre:

Welcome to a new year, drama educators! If you’re new to teaching drama — whether you’re an experienced educator who has changed departments or you’re a brand-new teacher — we are so happy you’re here with us. You’re part of a special group of teachers and we’re here to lift you up and help you succeed. This month we are focusing on advice for new drama teachers — tips, tricks, and resources to make your life easier. This post is all about planning ahead, before you even meet your students. The more you plan out in advance, the more prepared and confident you’ll be. 1. Think about what you want to accomplish this year.Take some time to think about what kind of drama teacher you want to be. Write down some adjectives that resonate with you, such as kind, inspiring, thoughtful, creative, or patient. There are so many words that describe a great teacher. Think about what led you to become a drama teacher, what areas of drama and theatre you are excited to share with your students, and what you hope your students will learn from you. Stick this list somewhere you’ll see it regularly. 2. Make connections with colleagues and community partners.Get the names and contact information of the other teachers in your department. See if you can get together for a coffee and pick their brains. You’ll also want to reach out to teachers in associated departments, such as English, music, dance, and art, particularly if you are the only drama teacher at your school. While your administrators will be your go-to resource for school policies and procedures, your colleagues will be better able to give you the ins and outs of the day-to-day routines. If it’s appropriate, meet with the previous drama teacher and see if they have advice or resources they can share with you. Look up drama teachers in nearby schools and send them a message to connect. Make a list of possible community partners, such as local theatre companies. Start building your own drama community. 3. Make an assessment of your current resources.What “stuff” is available to you? Get into your classroom as soon as you can and do a thorough once-over. What do you have in terms of teaching materials, school supplies, furniture, scripts, technical equipment, props and costumes, performance space, and budget? What teachers or departments in the past have helped out with productions? Does your library have scripts or texts that could be helpful? What items in your classroom need to be better organized? What is outdated or missing altogether? Think about your own skills and strengths as part of your resources. What areas of theatre are you most passionate about and/or skilled at? What areas do you need help with, or know less about? Once you know what’s available to you and what you’re lacking, you can start to make a wish listand work towards sourcing those things. 4. Start thinking about how you want to run your classroom.Routines and systems will help your students know what to expect and help you stay organized and on top of things. Start to think about what tools and techniques you might use each day. Daily student check-ins? Circle time? Small groups? Bell work? Games? Warm-ups? Exit slips? Start collecting resources and see what appeals to you. The New Drama Teacher Toolkit, which is free to download, is a great place to start. 5. Accept help and take advantage of available resources.If other teachers, colleagues, friends, family, students, or parents offer help, take it! You can’t do everything alone. Build your collection of tools, resources, and connections as much as possible, and continue to refine it as you go. And don’t forget that whether you have lots of resources already available or you’re starting from scratch, Theatrefolk has you covered. We’ve got a huge collection of scriptsfor high school and middle school students, for both performance and classroom study. Many of our plays come with free study guides as well. We’ve got teaching resources on topics such as teaching methods for new drama teachers, playwriting exercises, improv, emergency lesson plans, and more, as well as a ton of resources on our website that are totally FREE. As well, the Drama Teacher Academy is an incredible resource with thousands of lesson plans, professional development courses, and teaching tools (including posters, videos, toolkits, printables, and scenes). We are here to help!

Directing a show can be a challenge. Directing your very first show can seem overwhelming. So we asked drama teachers: What are your top tips for someone directing their first show? Material matters!Jessica L. says “Consider a vignette play. It helps break down everything into smaller sections. It keeps everyone from feeling overwhelmed.” Jeremy B. suggests “Pick a show that you know you can do, but that you also can be challenged by.” Ryan K. recommends “Pick something small, short and do-able.” Diana B. says “Know the play and characters, inside and out.” Set the stageMollie W. recommends “1. Get a good stage manager. 2. Get a good stage manager. 3. Get a good stage manager.” Grant R. says “Pick a stage manager you can trust and collaborate with who can take the reigns once blocking is done so you can step back and see the big picture.” Matt B. says “Think out the tech before you fully decide the show. Often people choose a show but don’t think about the tech.” Trust the teamJessica L. suggests “Ask the kids to show you their ideas.” Kait GW. recommends “Surround yourself with a team of people who have the experience to help you in everything, and that you trust. A good team is absolutely invaluable.” Jessica S. says “Sometimes you need a fresh set of eyes to take a look at your work and that’s totally fine. Don’t be afraid to bring someone you trust into the rehearsal room.” Porter J. suggests “Recognize and celebrate your artistic collaborators. It doesn’t weaken your authority.” Pam K. says “When you pick a show make sure it fits the people that you know you will have to cast. Good casting is a huge part of success.” Lu Lyn J. says “When choosing between actors in the casting process, always cast the person with whom you prefer to work.” Steven Z. shares “Cast the show as if you were going to be onstage with them.” Arielle R. says “Make sure the cast feels like an ensemble, create that environment.” Marly M. suggests “There are times in casting where an actor will be exactly what you want. There are other times in casting where the opportunity arises for an actor, through your leadership and guidance, to grow into a role. Both are beautiful experiences to behold.” Mario S. says “Get help!!! Don’t be a lone wolf.” Kylie S. recommends “Get people on your side. That means a good team of parents and volunteers involved, it means the admins and athletic directors, it means the community for sponsorship and marketing. It’s a big job, but it becomes easier if you have people supporting you!” Carol G. says “Do not estimate the power of an early style meeting with all designers. Discuss production and rehearsal expectations with your stage manager. Make prop and costumes lists and earlier than you think you should.” Mario S. shares “You pick the actors for a reason. Get out of their way. Let them take the characters places you would never think. You can always pull it back.” Porter J. says “Pay attention to the actors’ physical impulses to move. The movement may not be right but the impulses almost always are.” Plan your work and work your plan!Shelby S. says “Plan your rehearsal schedule backwards from opening night.” Pam K. suggests “Have your blocking written in although it may change. Have a rehearsal schedule and try to stick to it as best you can. You don’t want to sit around at rehearsal and figure out what you’re going to do.” Dan R. says “Know the venue – acoustics, entrances and exits, backstage possibilities, wings, fly space, dressing rooms, restrooms, lightning and sound options, backstage communication choices, sight lines, front of house, parking, location (if you’re near railroad tracks or airport or a highway overpass), nearby amenities (restaurant, bar, fast food joint).” Anne W. says “Make a maquette and move the furniture and figurines around, with all entrances and exits, before blocking with real people.” Holly A. says “Plan, plan and then be ready to change the plan…” Carol E. suggests “Do as much of the director’s homework as you possibly can. Assemble your director’s book, design your floor plan and block the show, lighting and sound plots, costume notes, theme of the show, audition scenes.” Jeremy W. recommends “The list as a director keeps changing. Make a list. Check it all before the day is done. The list can be daily and weekly and monthly. The faster you can check off your list, the more time to enjoy the experience and your cast and crew experience as well.” Mario S. says “Make a rehearsal schedule – stick to it.” Marly M. suggests “Study blocking and how to use it effectively as well as artistically.” Go with the flowJessica L. says “Accept that it’s okay to cry. A lot. Especially if theatre wasn’t your major and you’re 33 years old and you haven’t directed a show since you were 17 years old in your senior year of high school!” Porter J. suggests “A rehearsal without at least one good natural laugh is usually not what it should and could have been.” John L. says “Prepare everything but be ready to change everything.” Kathleen M. suggests “Expect the unexpected. You’ve got this!” Brenda W. recommends “Cast well, be flexible, enjoy the process.” Iverson W. suggests “If something isn’t working go back three pages.” You’ve got thisTony P. says “Trust in yourself. Failing that, trust your team. Failing that, trust your cast.” Christian S. says “Know what your vision for the show is, be strong enough to stick to your convictions bit not so narrow-minded that you won’t take on the advice of other people’s suggestions.” Jessica S. suggests “Remember that the process is collaborative but you are ultimately in charge.” John L. recommends “Listen to your actors, but remain the final authority. If you make a mistake or something just isn’t working, admit it and move on. The show is more important than your ego (or theirs).” Join the conversation on Facebook, Twitter or Instagram and add your own advice to our list.

Whenever you receive a new list of students for your upcoming drama class (or classes), you aren’t just about to teach X number of students – you’re also going to be dealing with many (or most) of their parents. But before you stress yourself out over possible parental issues, read on for five tips for dealing with the parents of your drama students. We hope this will help you stay calm and cool this semester. 1. Remember that parents are only focused on their own kid, while you have to focus on the full class/cast.It can be hard for parents to remember that your focus is not solely on their own little darling; you have many students to keep tabs on. Drama class in particular is different because of the large frequency of group work and collaboration involved. Many parents don’t realize that their child’s actions often affect the rest of the drama class. While it is important to listen and reassure parents that you have their child’s best interests at heart and are focused on their learning and growth, you have to keep a full group awareness at all times. Which leads us to our second tip… 2. Encourage students to advocate for themselves before their parents get involved.I am grateful that I haven’t had to deal with this too often, but in the past I have had to speak with parents because they were upset that their child wasn’t cast into a particular role or because their child was apparently unhappy about something that happened in the classroom. In these cases, I listened carefully to what the parent was saying, particularly if it had to do with bullying, or the student’s health. However, it was always important to try and discover whether what we were discussing was a genuine concern from the student, or if it was the parent who was actually upset. In these cases I always ask the parent, “Have you spoken to your child about this? What did they say?” and then encourage the student to come and talk to me directly about the issue. You will often find that it is the parent who has the bigger problem than the student, and frequently the parents are contacting you without having spoken to their child about the perceived issue. Of course, every situation is unique, but most problems can be dealt with if the student comes to speak to you directly. This also is a good life lesson for students and parents alike to learn – that parents will not be able to solve their child’s problems for them all the time, and that students need to be brave, speak up, and advocate for themselves if they have concerns. 3. You may have to educate the parents too.I once spoke with a parent whose daughter had been in a number of productions, but had yet to be cast into a leading role. She was always in the ensemble. The parent was considering pulling her kid out of the current production. I asked this parent, “How does your daughter feel about this? Has she told you she is unhappy in ensemble roles?” The parent eventually admitted that their daughter loved being in the productions, regardless of the role, and it was the parent who in fact wanted their daughter to have a larger role and was annoyed about having to drive their daughter to and from rehearsals for (in their words) “a nothing role.” The parent also admitted that their daughter would be mortified if she knew they were calling me (which was touched upon in tip #2), and that the world of the theatre was unfamiliar to them, as they had come from a sports background. In this case, I explained the similarities between theatre and sports (teamwork, collaboration, practicing/rehearsing to increase endurance and improve skills, and so on) and made a comparison between first string in sports and leading roles in the theatre – not everyone is going to be the star player, but everyone is an important part of the team as a whole. I also encouraged the parent to speak directly to their daughter about the show, both to learn what she loved about theatre and to learn about the process. While you may not be dealing with parents who are sports enthusiasts, it’s important to remember that the world of drama and theatre can be a foreign place for many people, including parents. Have patience and take some time to educate parents on the ins and outs of drama class and/or the production process, and encourage parents to talk to their kids about what they’re learning and enjoying about theatre. You may also consider having an experienced theatre parent write up a letter to new parents explaining their perspective and learning process as their child went through drama classes and school shows. Experienced “theatre parents” are an asset, as they have “been there and done that” and can reassure other parents that what they are experiencing is normal. 4. Get parents on your side right away with regular updates.Parents like to be kept updated with what is going on in their kids’ lives, especially when they are trying to extract details from them. (“What did you do in class today?” “Nothing…”) It can be frustrating for parents who might feel like they’re totally out of the loop. If you have a teacher’s website, try to update it at least once a week with whatever you are working on in class, for each drama class you are teaching. Alternatively, you may wish to send a mini newsletter to your students’ parents – perhaps weekly, or at the very least, once a month. Be sure to include important dates (such as performance dates or tests/exams/assignments due), opportunities for volunteering (if applicable), and fun photos whenever possible. Parents love seeing photos of their kids! 5. Email templates are your friends.If you frequently write emails of a similar nature over and over, create a series of email templates to save your time and sanity. This way you can simply copy/paste and adjust the “Dear Mr./Ms. So-and-So” and you won’t have to reinvent the wheel each time you receive a similar question from yet another parent. Frequent messages I’ve received include: • Information requests about assignment due dates • Questions about bringing particular costume items from home • When and how to purchase show tickets • Why didn’t my child get cast into the role that they desperately wanted • Requests to explain the audition process (both before and after auditions) • Where and when is the graduation ceremony • Requests for letters of reference for job applications or scholarships

Teaching drama can be a challenge, particularly if you’re just starting out. So we asked drama teachers: What are your best tips for new drama teachers? We’re all in this togetherAndrea C. says “Don’t forget, even when you’re the only one in the building, you’re not alone. Literally every teacher was new to this and probably can offer advice because they get it.” Shelby-Lynn S. suggests “Make ensemble building your first priority in your classes and rehearsals.” Brian B. says “Build community from day one. Connect the students to each other, the program to the school, the productions to an audience. Every decision should be based on how does it build connections. That’s how you build an educationally, creatively, and administratively sustainable program.” Put your hand upAshley S. says “Theatre teachers wear a lot of hats and you have to have knowledge in a lot of different areas. Asking for help is not a sign of weakness and does not make you a burden. You don’t need to know everything, you will learn little by little and you will eventually feel confident as a theatre teacher.” Heather C. says “Ask for help. Take a day off. Learn to say no. Pick your battles. Have fun with the kids. Remember that you’ll be remembered.” Rachel R. suggests “Listen to your actors once in a while. You’ll often be pleasantly surprised at what they bring to the stage when given the chance.” Take it one step at at timeFrom Twitter: “Start simply. Plan lessons properly and record what works and what doesn’t.” Sara B. says “Tackle one artistic/educational goal at a time. Don’t try to do everything at once. Rome wasn’t built in a day.” Pass on perfectionDan P. says “You’re going to make mistakes and feel like a fraud for a while. One day it’ll click” From Instagram: “The first 6 months don’t count. Make all the mistakes you want and don’t worry about them.” Jeff P. says “Embrace silliness.” Elzabeth J. suggests “Always wear a cape. And always speak as if you were reciting Shakespeare.” Keep the passionShannon B. says “You better be real passionate about your craft, the art of teaching & the students you teach – because you could make a lot more money & work a lot less time waiting tables.? Make the most of your grand opportunity to teach drama and don’t forget to make it fun for YOU! Allow the students the priceless opportunity to witness your joy & hopefully you will inspire them to join you in your passion for the arts!” Inhale. Exhale. Repeat.Elizabeth G. says “Take the time for you and your students to openly & respectfully listen to one another.” From Twitter: “Take time for your self, friends and family!” Bekah S. suggests “Don’t compare. Do you.” From Twitter: “Remember to breathe and to take your breaks! Show students and parents that boundaries are a necessity. Be most important….. have fun and laugh!!” Join the conversation on Facebook, Twitter or Instagram and add your own advice to our list.