Support

It might happen in rehearsal, before an improvised scene, or just before a student is about to step onstage — the student freezes, panics, or shuts down, and the words “I can’t do this” fall from their lips. What’s a drama teacher to do in this situation? You can push your student, or you can work with them to help them through the moment. Drama class isn’t just about performing; it’s also about building resilience, trust, and confidence, but that can’t happen if the student isn’t in the right mental space to do so. When a student says “I can’t do this,” it doesn’t usually mean “I won’t do it.” It usually means they’re feeling nervous, embarrassed, or anxious, or they’re worried they’ll look silly or fail in front of their fellow students. They may just not have a better way of saying it. Your response in these moments can make a big difference for your student — both for the performance that is about to happen and for their self-confidence going forward. Here are some tips to help you support your student, if and when this situation occurs. 1. Pause and acknowledge how the student is feeling.Take a moment and don’t rush to get the student onstage. Acknowledge what they’ve said, and re-state it to ensure that you understand what’s going on. You might say something like, “It sounds like you’re feeling a bit nervous. If so, that’s totally normal. Going onstage can be nerve-wracking.” This can help the student feel seen, and it also gives them the opportunity to agree with your assessment or to correct you and let you know how they’re actually feeling. Either way, it opens up the lines of communication. 2. Normalize discomfort in the drama classroom.In drama class, students are asked to try new things, fail, and try again. They are challenged to push themselves out of their comfort zones and explore concepts and ideas that might feel awkward or difficult at first. Let students know that it’s ok to feel uncomfortable; it’s a sign that they’re growing and expanding as a theatre artist. Reframe the student’s feelings as “I’m learning” or “This is new to me” and that the learning process is full of peaks and valleys. Remind students that they’ve done challenging things in the past, and they’ve succeeded! 3. What’s the next step?If your student is feeling overwhelmed, try helping them identify what the next step is. For example, if they are doing an improvised scene, they need to find out what their prompt is to get them started. If it’s a rehearsal, give them a moment to review their script. If it’s a performance, have them take three deep breaths before stepping onto the stage. If they have a scene partner, perhaps they can enter together. Breaking down a big task into smaller steps can make it less daunting. 4. Offer a safety net, but not a shortcut.We want to support our students, not let them opt out. Unless they are legitimately sick (or there is another emergency), they won’t learn anything if you let them off the hook. You could allow the student to select their own, trusted partner for scene work, or give them a moment to review their script. You might let them take a breather and observe another student complete their task, and then let them jump back in and perform. You aren’t giving the student permission to not complete the assignment; you’re simply offering some accommodations to meet them where they’re at. 5. Reflect afterwards.Once students have performed their piece (even if it’s a portion of their original piece or modified in some way), reflect with them on what happened, how they were feeling, what helped them through the moment of feeling stuck, and what they might do differently next time. See the giveaway below for some reflection questions for you and your students. 6. Model vulnerability and encouragement.Going forward, you might find it useful to share a story with your students about a time when you yourself felt fear, confusion, or self-doubt, and what you did to deal with your feelings in that moment. Let students know that everyone feels nervous at times (even their own teacher), and they’re not alone. Encourage classmates to support and cheer each other on as well.

As theatre teachers, we know that drama classes are important, but when schools and students are faced with challenging times, the value of those classes is often questioned. Complicated issues like budget cuts, school board elections, and social upheaval can put a target on a drama program, and when that happens it’s important to be able to articulate the value of drama classes in schools. Here are three illustrations of drama’s impact beyond a typical school setting: SkillsStudents learn skills in drama class that they don’t learn anywhere else in the general school curriculum. The most important of these are so-called “soft skills.” These include teamwork, communication, and creative problem solving, and are some of the most valuable skills in the working world. The drama curriculum teaches these skills every day through warm ups, games, activities, rehearsals, and performances. Performances are especially valuable, as preparing for a performance teaches students dozens of skills such as self-control, task management, and working with deadlines. If someone questions the need for drama classes in your school, point out that your classes are a laboratory for learning and applying soft skills, and that those skills are highly prized in the business community. CommunitySpeaking of community, drama classes are at the core of building nurturing and supportive communities in a school. Students in drama classes work to create an ensemble in any number of situations, from improv games to scene work to full productions. In an era when students are becoming more and more isolated and withdrawn, drama classes require students to work together in a creative environment. Sports and the performing arts are often the only parts of the school curriculum that require students to work together towards a common goal, but the arts have the additional benefit of being cooperative rather than competitive. For many students, drama class is the only time they get a chance to positively interact with their peers. Be sure to share that fact the next time someone suggests that drama classes are unimportant. EmpathyNo matter what subject they teach, teachers will tell you that teaching has changed. Students are more distracted and less connected than ever before. They have forgotten how to be a student, and in some cases they have almost forgotten how to be human. Thankfully, drama class is the remedy for that affliction. Drama class is the study of the human condition, where students learn about emotions and empathy. Through scripts and scene work, we ask students to see the world through the eyes of another, and walk a mile in their shoes. When a student has portrayed someone else, even for a short time, it becomes easier to empathize with others and see beyond the narrow lens of self-importance. Drama class requires students to engage their empathy, and that benefits society as a whole. Additional Reading: 10 Reminders That What You’re Doing as a Drama Teacher Matters 20 Ways To Advocate For Your Program

Being a drama teacher can be incredibly rewarding, but it’s not without its challenges. Between managing students, navigating school demands, and balancing your own well-being, it’s easy to feel overwhelmed or question your impact. In those tough moments, remember this: what you do matters — deeply. Here are 10 reminders to help you see the value in your work, even on the hardest days. 1. You provide a brave space. For many students, your drama class is the one place they feel comfortable being themselves. You create an environment where they can express their feelings, take risks, and build confidence without fear of judgment. That type of space is invaluable. 2. You foster creativity. In a world that often emphasizes tests and data, you give students the freedom to imagine, explore, and create. The skills they develop in your class will serve them far beyond the stage. Remember that student who turned a simple prop into a brilliant comedic moment? That’s creativity in action. 3. You build life skills. From teamwork and communication to problem-solving and adaptability, your students are learning skills that will benefit them in every aspect of their lives. Drama teaches students how to collaborate, listen, and think critically. 4. You create lasting memories. Think about the students who will look back on their time in your drama program and remember it as one of the best parts of their school experience. The friendships, performances, and moments of triumph you help create will stick with them for years. 5. You inspire confidence. For some students, stepping on stage feels impossible at first. But with your guidance and encouragement, they find their voice and build the confidence to take center stage — whether in a performance or in life. 6. You celebrate individuality. Drama isn’t one-size-fits-all, and you embrace that. You help students see that their unique talents, ideas, and perspectives are worth sharing. That validation can change lives. 7. You offer an emotional outlet. Your class may be the only place some students feel comfortable expressing their emotions. Drama gives them a healthy way to process feelings, build empathy, and connect with others. 8. You encourage resilience. Theatre teaches students to handle mistakes, adapt when things go wrong, and keep going no matter what. Those lessons are crucial in school, on stage, and throughout life. Think of the student who kept going after forgetting their lines — that’s resilience in action. 9. You champion the arts. In a world that sometimes sidelines creative subjects, your dedication to drama keeps the arts alive and thriving in your school community. That advocacy is vital for students who find their passion in performance. 10. You change lives. Never underestimate the power of your influence. Students may not always express it, but your guidance, encouragement, and belief in them can shape their path in incredible ways. You are making a difference, one rehearsal, one performance, one student at a time. Final thought: On the days when you feel like what you do isn’t enough, remember this: you are giving your students more than just a class. You’re giving them a space to grow, connect, and discover their potential. Think back to a student who surprised you - what role did your support play in their journey? Drama teachers everywhere face these same challenges, and together, we keep making magic happen. Your commitment, dedication, and support matter more than you know. Additional Reading:Developing a Drama Teacher Community How do you Define Success as a Drama Teacher What Motivational Words Would You Offer a Struggling Drama Teacher? Drama Teachers: We See You. We Hear You. We Are With You.

Welcome to our video series, Calling All Theatre Teachers! In this series we’re going to answer questions that drama teachers have about stepping into a theatre program. QUESTION: How do I deal with angry parents/guardians?Watch the video of our discussion of this question where Laramie shares his biggest suggestion for dealing with angry parents. Click the button below for some giveaway docs! First, a tip sheet for dealing with parents. Second, a template audition packet and an example show contract that Laramie uses. Sometimes, you can circumvent angry parents by putting all the information out front and getting them to sign off on it. Note that Laramie suggests including a full rehearsal schedule for parents/guardians as well as a character breakdown. How do YOU deal with angry parents/guardians?

Welcome to our video series, Calling All Theatre Teachers! In this series we’re going to answer questions that drama teachers have about stepping into a theatre program. QUESTION: How many performances should my program do within a year?Watch the video of our discussion of this question — Laramie shares how many he did at the beginning of his teaching career, and how many performances he does now. Click the button below for a worksheet to help you organize your thoughts on writing down your goals for your program when it comes to in-class performances and extra-curricular performances, as well as a Reflection to help you to look back on a year of performances and consider changes for the next year. How many performances do YOU put on in a school year?

Welcome to our video series, Calling All Theatre Teachers! In this series we’re going to answer questions that drama teachers have about stepping into a theatre program. This series is hosted by Lindsay Price and Laramie Dean. Lindsay has been in theatre education for 30 years, writing plays and classroom resources specifically for middle and high school through Theatrefolk (Check out Lindsay and Laramie’s The Ultimate Classroom Playwriting Resource and co-creating the Drama Teacher Academy. Laramie has been teaching theatre since 2003 and writing since he could first wrap his fingers around a pencil. (Check out Laramie’s Theatrefolk plays! Currently he’s the theatre director at Hellgate High School in Missoula, Montana, where he’s worked for the last 12 years. QUESTION: I’m the only drama teacher at my school. Where do I start?Watch the video of our discussion of this question — Laramie himself is the only drama teacher at his school — or read the transcript. Click the button below for a worksheet to help you organize your thoughts on reaching out to your community, a list of resources, and a reflection: What makes you a good teacher? What’s your starting point? Where do YOU think is the place to start for a solo drama teacher at their school?

To affirm: To state positively; to state as true; to support by giving approval or encouragement Affirmation: A positive statement; the assertion that something is true Sometimes words of affirmation can raise morale or bring a smile to someone’s face. Why not discuss and share theatrical affirmations with your students if they’re in a bit of a slump or need a confidence boost? First, discuss with students what affirmations are and why they can be helpful in the drama classroom. Then feel free to use them in different ways: • Have students select an affirmation and design a poster, graphic (laptop or cell phone wallpaper background), or social media post. Display the posters in your classroom and share the graphics on your department website or social media channels. • Use the affirmations as prompts for journaling, bell work, improv, or playwriting. For example, create a character that uses the affirmation as the basis for an inspirational monologue, or use the prompt for a scene in which one character is giving advice to another. • Have students write their own affirmations and use them in class. For example, they could write warm fuzzies and give them to their classmates. Or, have them search through plays or musicals for inspirational quotes and affirmations to see how many they can find. Note the name of the play, the author, the character who said the quote, and the act and scene numbers. Affirmations1. I can always ask for help or clarification. 2. What I put in is what I get out. (Or, I practice how I’d like to perform. 3. There’s no such thing as a perfect performance (or rehearsal, or run-through — use whatever situation is most pertinent at that moment). 4. Practice makes progress. 5. Aim for excellence, not perfection. 6. Notes help me grow as a performer. 7. I make the most of every opportunity onstage. 8. I listen to my cast and crew mates. 9. I embrace the magical “yet”. 10. Every role, no matter the size, is an opportunity to learn and grow as a performer. 11. An audition is an opportunity to perform, and I make the most of it. 12. Nerves are normal, and I can use that energy to my advantage. 13. Lighting technicians brighten any room they’re in. 14. Audio and microphone technicians make everyone sound that much better. 15. My voice and point of view are unique and important. 16. The skills I learn in drama class serve me in many aspects of my daily life. 17. I give my best effort in drama class every day. 18. Through performance, I have the opportunity to make audiences think, to share important messages, and to bring joy and entertainment. 19. I am open to exploring new ways of creating theatre. 20. In drama class, I can be vulnerable and brave at the same time. Be sure to check out our affirmations for teachers as well.

It’s easy for students to downplay their accomplishments, brush off compliments, and outright tear themselves down mentally or verbally. Negative self-talk can seriously affect students’ confidence and self-esteem. However, in drama class, we can work on this with our students. Below, you will find a variety of warm-up questions to give to your class to help them think and speak more positively about themselves. Have students choose one of the questions below and respond to it. If they are feeling bad about themselves for any reason, have them choose two or more and respond to them. • Choose three positive words or phrases to describe yourself. Why did you choose them? • What are three things that you like about yourself? • What's something you did recently that made you feel proud of yourself? • Describe something kind you did for someone recently. How did that person react? How did it make you feel? • Think about a compliment, kind word, or uplifting comment you gave to someone recently. Apply it to yourself. If you wish, you can follow up with: • Do you feel any resistance to thinking or saying kind words to/about yourself? If so, why? • Are any negative statements you’re telling yourself true or untrue? How can you determine this? If you think your students are up for a challenge, try this warm-up exercise. Have students write down three negative things they’ve said about themselves in the past, leaving a space in between each sentence. Then, have them cross out the negative thought and replace it with a positive one. It can be a full replacement of the sentence, for example, changing “I can’t do xyz” to “I’m great at abc and I’m proud of how hard I worked to achieve it.” Or, it could be as simple as changing “I can’t do xyz” to “Yes I can” or adding the word “yet,” i.e., “I can’t do xyz yet, but I will keep working at it.” If your students are really struggling with coming up with positive things to say about themselves, have them try the following roleplay mini-exercise. It can also be used as an additional standalone warm-up exercise. Have students pair up. One student will say something kind, positive, or uplifting about their partner, and their partner will say thank you and agree with them. For example, Partner A might say, “(Partner B), you work really hard in drama class and you’re a great actor.” Partner B would respond with, “Thank you, I do work really hard and I think I’m a great actor as well.” Partner B will then give Partner A a compliment and Partner A will respond in kind. Again, check in with your students to see if they’re feeling any resistance towards speaking positively to themselves. At the end of class, have students respond to the questions in the reflection below. You can revisit these warm-ups anytime your students need a pick-me-up, or sprinkle them throughout your usual activities during the term to improve their confidence. You may wish to track when you incorporate these warm-ups into your lessons to see how they affect students’ performances (hopefully they’re improved!).

We want our drama classroom to be a safe space for our LGBTQ+ students. Within that umbrella are nonbinary students. The term nonbinary can mean different things to different people, but generally it refers to someone whose gender identity isn’t exclusively defined as male or female (regardless of the sex they were assigned at birth). Nonbinary identifiers can include genderqueer, agender, genderfluid, and more. Read on for some tips on supporting nonbinary students in your drama classroom. 1. Here are some basic reminders to keep in mind for all nonbinary students, not just those taking drama: • Use students’ names and pronouns correctly. If they've changed their name, don't use their deadname. If you or your students misgender another student, make the correction immediately. • A start of term survey for your students can be helpful for ensuring student safety and inclusivity. • Don’t make assumptions about anyone’s gender or pronouns. You can’t tell someone’s gender by looking at them. • Use gender-neutral greetings and comments when interacting with your students as a group, such as “Good morning everyone” rather than “Good morning boys and girls.” Even phrases like “You guys did a great job!” can be exclusionary. • Continue to educate yourself on how to be an ally to your students. The Trevor Project has many great resources that can get you started. 2. Representation is important. Study and perform plays and musicals that feature nonbinary characters. Some examples include musicals like & Juliet or Head Over Heels, or Theatrefolk plays such as Completely, Absolutely Normal: Vignettes About LGBTQ+ Teens, Red Tee, Passing Period Purgatory, Finding Jo March, and Thought Traps. Look for scripts with gender-expansive casting opportunities. Research and present profiles of nonbinary performers and playwrights. 3. When casting plays or scene work, don't make assumptions about your nonbinary students and what roles you think they’re comfortable playing. Oftentimes, nonbinary students are typecast as animals or fantasy characters, only cast in roles that are traditionally written as male, or only considered for roles that are specifically written as nonbinary or gender non-specific. Communicate with your students to see what type of roles they are interested in and comfortable playing. Some nonbinary students might be excited to play roles of any gender, while others may not be comfortable playing a character of the sex they were assigned at birth. You might introduce the idea through an exit slip in class, such as “Name your top three dream roles to play in the theatre” or “What roles do you think would be a great acting challenge for you?” For school productions, an audition questionnaire (found in the giveaway in this post could be useful for the casting process. You can ask questions such as, “Are you comfortable playing a role that is written as male/female/nonbinary (circle all applicable)” and “List the top three roles in this show that you are most interested in playing.” 4. Be aware of issues that affect nonbinary drama students. For example, many plays specifically indicate only male and female roles, awards are given specifically to male and female performers, and dressing room areas may not adequately meet students’ needs. Some students may not come from supportive homes, and, for example, might use one name at school and a different name at home. In this case you may need to ensure your show programmes indicate the name that the students’ family is ok with or aware of. Even schools and school districts can have different rules, regulations, or laws regarding LGBTQ+ issues, which may restrict what you’re able to teach and what students can learn about directly in school. There is a large possibility of exclusion (especially when you consider intersectionality — students may have faced additional exclusion due to race, disability, sexual identity, or class), and this may make your nonbinary students feel disrespected or unsafe. Some nonbinary students may feel like the only reason they were cast was to fill a “diversity quota.” Beyond acting, what opportunities are available for nonbinary student directors, designers, technicians, and playwrights? What steps can you take to find solutions for these issues? Additional Resources: Creating a Safe Space for your LGBTQ+ Students Thoughts on Gender & Casting Plays & Musicals for Pride Month

It’s a new school year and in the hustle and bustle of getting classrooms organized, learning students’ names, and completing all the start-of-term tasks, please take a moment to pause, breathe, and centre yourself. Remember that you’re a good teacher and the work you’re doing is important. Feel free to use the affirmations below if you ever need a quick reminder. Print them out and hang them up, copy them into your notebook or planner, or write them in a card and give them to all your teacher friends and colleagues. Let’s get this term off to a great start! 1. I am an excellent teacher. 2. I give my best effort every day, remembering that my best can fluctuate from day to day. 3. Last year is in the past. This year is a fresh start. 4. I am starting this year with a clean slate. 5. I let go of expectations of perfection. 6. I feel confident asking for help when I need it. 7. Remember that it’s called a “play” for a reason. 8. I have the opportunity to share a subject I love with my students. 9. I am allowed to learn, fail, and try again with my students. 10. I will re-frame problems as learning opportunities. 11. I trust my skills, education, and knowledge. 12. I am not afraid to ask for help. 13. If I don’t know something, I can look it up! 14. I am learning alongside my students. 15. The work I do matters. 16. The process is equally as important as the product. 17. I will celebrate growth and wins, no matter how big or small. 18. My program is my program, and I won’t compare it to anyone else’s. 19. My program is valuable and teaches students important skills. 20. This is going to be a great year! Don’t forget that Theatrefolk and the Drama Teacher Academy are here to support you with plays, resources, lesson plans, and more. Please reach out — we’re happy to help. Additional Resources: • Drama Teachers: We See You. We Hear You. We Are With You. • Motivational Words for a Struggling Drama Teacher • Helping Drama Students Succeed Part 3: The Introvert(scroll to the bottom of the article to find a list of theatrical affirmations)

The phrase “educate yourself!” gets thrown around a lot, especially online. It’s tough when, as a teacher, you are trying to learn more about topics you’re unfamiliar with so you can better support your students, and then you get stopped in your tracks. But please keep trying! Your students need that from you, even if they don’t say it. So what can you do to “educate yourself” about LGBTQ+? Here are some tips: 1. Be proactive.Don’t wait until a problem arises or a student comes to you for help. Start now! 2. Read books and articles, listen to podcasts, and watch videos written and created by LGBTQ+ people.Get information from people with lived experiences. Remember that everyone’s experiences are different, but they’re all important and valid. Create a resource file (such as a reading list) of LGBTQ+ creators that you can share with your colleagues and direct students to. Make sure the work you’re consuming was created by LGBTQ+ folks, rather than just about LGBTQ+ folks. 3. Don’t force your LGBTQ+ students to answer questions unless they’re willing to do so.This is a hard one, because your students are right there and you interact with them every day. Some of them might be thrilled and honoured to answer questions and share resources, while others won’t be comfortable taking on that responsibility. (And their reasons are nobody else’s business!) Never assume someone wants to be an “expert.” 4. Show support by attending events and making purchases from queer theatre-makers.Show your support with your dollars. Many free resources on social media have links to tip jars and other ways to support creators financially. Help bring marginalized voices to the forefront. Amplify LGBTQ+ voices and creations. If you aren’t able to support them financially, share their work (with proper credit given) so more people can experience their creations. You can also volunteer to help out with LGBTQ+ led events and causes. 5. Know that sometimes as an ally, your role is to be quiet and listen.Believe students’ experiences if they choose to share them with you. Listen, listen, and listen some more. Don’t pry, but ask how you can best support them, within your own capacity. Try not to jump in with your own personal stories. Be aware of your own privilege when listening to others (which is uncomfortable but necessary), and don’t make it about you. Disclaimer: Check with your administration and district policy on anything discussed in this article with regard to LGBTQ+ (LGBTQIA, LGBTQ2S), as laws vary from region to region.

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.

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.)

Drama teachers, we know you are going THROUGH it. We’re not going to list the stresses and frustrations and troubles because we all know it, we’ve experienced it (or are currently experiencing it), and there’s no point in re-hashing it. We’re also not going to do a 180 into toxic positivity either. The whole “believe in yourself — you can do anything!” and “teachers are so resilient!” and “teachers are heroes without capes!” is great, but sometimes rings a bit hollow. Yes, you can do anything. Yes, you are resilient. And yes, you are a hero. And if you want to wear the cape, who’s going to stop you? You’re a drama teacher; wear the cape if it makes you happy. We’re here to say: We see you. We hear you. We are with you. We are currently living in impossible times. Teaching is HARD. The burnout is real. But you matter. Your drama program matters. The work you do matters. Your skills, knowledge, and talents are needed. Your efforts are appreciated. We see you figuring out lessons, “pivoting” every other day, putting in the hours, being there for your students. We believe in you and we see how hard you’re working to make things function. You are doing a good job. Your students may not say it aloud, but they appreciate the work you’re doing. (If not right now, maybe someday when they look back on things.) Your class might be the only reason a student comes to school. Your class might be the only thing a student has to look forward to in an otherwise crappy day. Your students need the creative outlet that drama class provides. They need the opportunity to think differently, to express themselves, to move in new and different ways. And they can see that you are doing a good job. It is so important right now to keep yourself afloat, to “put on your own oxygen mask first,” as they say. Please take care of yourself. Your program may not look like what it used to. (Teaching in person and online at the same time with an unpredictable number of students each day in the middle of a pandemic will do that.) It is ok to make decisions that make your life easier. Whether that means choosing a simpler curriculum, using pre-made lesson plans, asking for help, delegating, reducing, or eliminating — do what you need to do to make it work. If you need a permission slip, here it is. You are empowered to make the decisions you need to make. (And by the way, you’re doing a good job.) We here at Theatrefolk are giving you a standing ovation. We’re here for you, and we are proud of you. We see drama teachers working so hard every day to keep giving everything they’ve got to their students, and we will continue to provide support, a community, and quality content to you. We see you. We hear you. We are with you. And please don’t forget — you’re doing a good job.

Negative self-talk is so common and can be very difficult to overcome, not only for students but also for teachers. It’s easy to fall into the trap of berating ourselves over mistakes and telling ourselves we aren’t good enough. We would never speak to a friend or even a stranger like that, so why do we do it to ourselves? If your students need a bit of a pick-me-up, the following exercise can help them become aware of their own negative self-talk and dismiss it. Instructions: 1. Individually, have students write a list of up to three negative things that they have thought or said about themselves. Allow them to share some of the negative thoughts and write them on the board if they want to. (This can help students see that others may have had similar negative thoughts about themselves, and that they aren’t alone.) • Another suggestion is to have students write out their negative thoughts on Post-it Notes and submit them to you so you can display them anonymously where everyone can see. Then students can see that others have similar negative thoughts but no one has to volunteer their thoughts. 2. Take a moment to think about this negative inner voice in your head. RuPaul (from RuPaul’s Drag Race) calls this negative voice the “inner saboteur.” Alberto from the movie Luca calls it “Bruno.” Give your negative inner voice a name. It can be anything except for your own name. 3. Come up with a character for the negative inner voice. What do they look like? What does their voice sound like? How do they move? If time permits, have students draw a sketch of the character, have them get up as a group and move around the space as their character, or have them partner up and try out different voices for their character. 4. How would you tell your negative voice to be quiet or stop putting you down? Make up a phrase. Alberto says “Silenzio Bruno!” when his negative inner voice talks to him. For example, students could say “Thanks for your input,” “That’s not true,” “Stop lying,” “Be quiet,” or any other phrase that dismisses the negative thought. 5. Have everyone stand up. Choose a negative thought to say. At the same time, have students say their thoughts out loud in their negative inner voice’s character voice/persona. 6. Then, students will stand up straight in a strong position — standing tall, feet flat on the floor, shoulders back, chin up. At the same time, in a powerful voice (their own), they will say the phrase that they chose to dismiss the negative thought. Feel free to repeat this step as many times as you wish. 7. Have students make a big show of scrunching up their original lists of negative thoughts and throwing them away. 8. Students will respond to the exit slip below.

It’s gratifying when a student lets you know that they are interested in pursuing a career in the performing arts. You have clearly made an impact on them, and they’re looking for assistance in taking the next steps. Here are some tips for teachers to help support their students as they begin their journey toward a performing arts career. 1. What career areas are they interested in pursuing?Most students interested in a career in the performing arts will default to acting, writing, or directing. A few will pursue technical theatre or stage management. However, there are so many different, interesting venues to pursue in the performing arts world beyond just acting. Introduce your students to some different vocations within the performing arts that they may not know about, such as fight direction, historical consultation, intimacy coordination, special effects creation, arts administration, casting, arts law, drama therapy, and so on. If possible, arrange for someone in these careers to be a guest speaker. 2. How are they going to get there?There are many different directions a student can take after high school. If a student feels called towards a post-secondary education, they’ll need to consider which type of school they’ll attend. College? University? Theatre school? A specialized training course? Will they get a diploma or a degree, and if so, what kind of degree? (A Bachelor of Arts? A Bachelor of Fine Arts? A Bachelor of Education, if they want to teach? What is the difference between all those degrees?) Do they want to get a co-op placement or an apprenticeship? Would they rather go out and start auditioning and/or working right away? Are they interested in striking out on their own and creating their own theatrical company? If you have the space, start a resource area with brochures and information about various training programs. If space is an issue, create a shareable document with links to different websites for schools, placements, and performing arts companies to help students learn about what’s out there. 3. ABL — Always Be LearningNo matter where students venture to after high school, learning never stops. Encourage students to read books and articles to keep current on the new trends in theatre, to take classes to keep learning new concepts and broadening their artistic horizons, and to try out new theatrical experiences, especially those in different areas than they normally focus on, or that challenge them in some way. Those new experiences can be nerve-wracking, but they are often the ones students learn the most from. Along that line, challenge students to treat every theatrical experience as a learning opportunity. Whenever they complete a project, encourage them to reflect: • What did you learn from this experience? • How did you grow? (What skills did you learn/develop? What do you know now that you didn’t know before?) • What memorable moments will stick with you? These reflections will help students process their contributions to the final product, and encourage them to look at all their experiences objectively. Reflections work for both positive and negative experiences. Even if the show was the worst, most negative show experience ever, students will hopefully learn what NOT to do and how not to treat people in a similar situation in the future. 4. Heed this advice: always play nice!No matter how talented, connected, or experienced someone is, if they’re a jerk, people will not want to work with them. Nobody has time for divas. The golden rule applies in the theatrical world — treat others the way you wish to be treated. Remind students that they never know where their next job may come from, and that their reputation will precede them. Don’t let other people treat you badly, but lead by example and treat everyone with kindness and respect.

This month we’re focusing on helping different types of students in your drama class succeed. In the fourth and final part of this series, we’re focusing on the class clowns. Going back to the High School Musical comparison, the class clowns are your outspoken and outgoing Chad Danforth types. They are loud and funny students who love to draw attention to themselves with their goofiness. They often take drama class because they think it’s an easy grade. They may secretly enjoy drama class but don’t want to admit it. Class clowns have wonderful energy and a great sense of humour, and they’re often talented performers because they’re fearless. They’re eager to show off and make their friends laugh. They excel at theatrical techniques such as improv, sketch comedy, and clowning (of course). They usually enjoy playing theatre games but will often try to stretch or bend the rules to suit their own sense of humour. Class clowns, however, are notorious for being disruptive in the classroom. They may irritate the drama enthusiasts because they don’t always take their work seriously; frustrate the writer/composers because they often improvise instead of sticking to the script; overwhelm the introverts with their boisterousness; and annoy teachers by distracting the rest of the class. The challenge for the drama teacher is to encourage the class clowns to maintain their enthusiasm and zest, while keeping them focused and on task. Here are some tips to help your class clowns succeed:• Be clear about behavioural expectations_ _right away. Although drama class isn’t about sitting silently and reading textbooks, students still must observe the rules. There is a time and place for silliness in drama class, but it isn’t all class, every class. • Class clowns may or may not realize how their disruptive actions affect others. Work on exercises that encourage teamwork, active listening, and nonverbal communication to help your students gain a more ensemble-based focus. • Class clowns love being funny, but sometimes their jokes are only funny to themselves. Spend a unit focusing on various types of comedy throughout history, such as slapstick, commedia dell’Arte, or Shakespeare’s comedies, and let your class clowns discover where the funny comes from. • Partner up your class clowns with your writer/composers and have them study comedy writing. Have them research comedy writers from their favourite television shows or movies and learn about their processes, and then write a sketch or scene based on one of those writers’ styles. • Your class clowns may also enjoy doing a research project on their favourite comedians and sharing how those performers’ work influences them. • Invite a fight director to teach your class safe techniques for pratfalls, trips, slaps, and other moves used in physical comedy. • Try the warm-up game below, Keep Adding On, to practice creating safe physical humour, while working on listening and focusing.

Working together, supporting each other, accomplishing something as one. This year’s theme for the Alabama Thespian State Festival is “be a pop of colour on a dark stage”. Upon hearing that theme, the first thing that comes to my mind is a theatre ensemble. An ensemble bringing a script to life, onstage actors, offstage crew, directors, designers, all working to create the world of the play. A pop of colour on a dark stage. But the idea of ensemble is more than that. It’s more than being a group. It is more than the traditional stage roles. Ensemble is more than: “We’re the leads. We’re in the spotlight. You, ensemble, are behind us, with your character category names: Doctor, Teen, Man #2 or worse, you category-less huddled mass stage left with your matching choreography and your matching costumes. You, you, ensemble. Also-rans. The lessers.” No one is less in a true ensemble. No one is less. Ensemble is more. What does that mean? Ensemble is more? When you come together as a true ensemble: working together, supporting each other, accomplishing as one. Fun fact. Ensemble is actually the french word for together. When you do that, work together, support each other, accomplish as one – added features start to happen. “Yes and” starts to happen. More starts to happen. Ensemble builds.Ensemble builds the skills you need for the rest of your life. Communication skills. Learning how to talk to people. Collaboration skills. Learning how to work with others toward the same goal. These are the things you’re working on in your troupes. These are important forever skills. I was talking once with a teacher in Florida who was working on drama project with some NASA personnel. The guy from NASA said his engineers needed drama exercises because they didn’t know how to talk to anyone. Can you imagine being so smart and not being able to communicate? It is work. It’s a skill to be able to communicate. “Because your idea sucks” is not an effective method of communication. It is a skill to be able to collaborate. To brainstorm, create, and execute with others without wanting to kill someone, or make someone cry is a skill. And being in a thespian troupe, in drama classes, these are the perfect places to work on this. Ensemble changes.Ensemble and the act of theatre has the possibility to change lives. What happens in high school and middle school is some of the most important theatre out there. You have the opportunity to let someone know they are not alone. Being a true ensemble: working together, supporting each other, accomplishing as one – this allows someone the freedom to change. The freedom to be who they truly are. The freedom to let go of fear. Ensemble secures.Ensemble secures a safe space. This is a culminating concept on top of building skills and changing lives – we need to have a space where we can feel safe to do all that. And we need people around us to make us feel safe. Ensemble is more. No one is less. Everyone belongs. Everyone is on the same page. We also need a safe space so that we feel secure to fail. This may be the most important thing you do as an ensemble. We often fear failure because usually there’s someone right there ready to point or laugh or highlight how much we have failed. Failure is so important in the creative process. Here’s a secret: Creative people aren’t special. They just know that failing is a necessary step in the process – how do we find the best solution if we don’t fail 10 times, 100 times, 10,000 times first? We have to try, fail and try again. If we fail and give up, what possibilities are we missing? To be in a safe space, in an ensemble who know the value of support, who know the value of failure, is so important. So why is ensemble more? Ensemble builds. Ensemble changes. Ensemble secures. Theatre doesn’t last, it’s fleeting. That’s the beauty of it – it’s live and in the moment. But it is only a moment. Lines are said and then they’re gone. Opening night comes and goes. But how you treat each other, how you work with each other, how you support each other, how you listen to each other, how you communicate and collaborate, how you secure a safe place for those who need it, that will last forever. An ensemble is all parts together, and only works when every part is cohesive. Where no one is less. Ensemble is more. You have the opportunity to do just that. Make your ensemble more. ““Alone we can do so little; together we can do so much.” – Helen Keller”

Once a show has finished, the “post-show blues” often hit students. This can have a number of symptoms, including obsessively quoting lines and song lyrics from the show, starting every story with “remember that time during the show,” missing their “show family,” wondering what to do with their suddenly very free calendar, and a general feeling of malaise, funk, or emptiness. These feelings are very normal and will probably affect every drama student at some point during their time in the drama department. If your students are feeling the post-show blues, give them this list to review. Encourage them to complete the items on the list, and see how they feel afterwards. Teachers may find these tasks helpful as well – post-show blues aren’t limited to the students! *1. Allow yourself time to rest and relax *You’ve probably been go-go-go for a while now, between final rehearsals and performances. Now is the time to sit back and rest, and allow yourself to rejuvenate. Take care of your body and skin (especially after very strenuous shows, or shows using heavy makeup), eat some healthy food, drink lots of water, and nap. You need to keep your strength up – it’s common for students to get sick after a show, as they’ve been pushing themselves to the limit and their adrenaline has been on high gear. 2. Get back to “real life”Get caught up on any homework or assignments that you got behind on during show week. Go through your planner and get re-organized. Get caught up on your chores at home. Don’t necessarily jump right into another show right away. You may think it’s a good way to distract yourself from feeling lonely or bored without a show in your life, but it can lead to burnout. Your body and mind need to rest and get back to normal life. 3. Spend some extra time with family and friendsYour family and friends outside the production have probably been very patient with you while you were busy doing the show. Spend some time doing something with them that’s unrelated to the production, and try not to talk too much about how much you miss your show. 4. Think about what you learnedThink about what you learned and what this production meant to you. Did you make new friends? Learn a new skill? Try a different aspect of theatre (for example, working backstage when you normally act)? Reflect on what you’ve learned – you may even want to write about the experience in your journal. *Click the link below * for a free list of journal prompts for your reflection. 5. Thank your fellow cast and crew membersKeep in touch with them. Send them an email or text message, or for goodness sake, pick up the phone and call them. If you’re really missing them, arrange a reunion – anything from a dinner out to a movie night to a simple backyard hangout. (Just make sure everyone is invited – it’s no fun to find out after the fact that only an exclusive few were invited to get together.) 6. Print out those cast photosCreate a show scrapbook. Or upload your pictures to Facebook, share them on Instagram, or create a YouTube slideshow (set to songs from the show, of course). Oh, the memories!

There is no more class that is more divergent than the drama classroom. You have the vast number of different students who end up in your classroom, some who want to be there and some who don’t. You also have the ability to look for many different solutions to a problem in the drama classroom. Playwright and teacher Steven Stack knows first hand that theatre is the perfect place for divergent learning to happen. Here are 5 tips he has from the the front lines: What is Divergent Learning?Divergent learning means to look for as many possible answers and solutions to the topic and material you are teaching. It’s looking at students not as a group of students but as a group of individuals. You adjust your teaching, your expectations, and your perspectives to the individual student. This way you can give them what they need to be better students, to learn more efficiently, and in some ways, to be better at life. How can I incorporate Divergent Learning in my classroom?• Change your perspective. Divergency is not something to be feared. It’s an opportunity to reach these students on so many levels and that’s the big thing. It’s a perspective shift. • Be willing to adjust. Understand that students are going to take you in various directions. • Create a community that embraces differences and supports one another. Where do I start?Here are a few ways Steven addresses divergent learners in his classroom: Community Building ‘Check In’s’: Students start each class by sharing (if they want to) something that’s on their minds. It can be funny; it can be what they had for breakfast; it can be something that’s stressing them out. But they share and everyone else listens. The sharing isn’t complicated, it’s one basic fact about themselves. Those in the circle don’t address or comment on what they hear. The teacher has to share something asl well. It’s a simple exercise but it starts creating community. It’s safe and students are listening to one another. Group Projects with Success based on Process Give students the challenge to audition, cast, stage, and perform a play within a week. Give them the script on Monday and tell them the performance is Friday. The students either succeed or they don’t succeed together. There are no stars. They have to work together for success. And the success is not based on the performance. It’s based on the process. If they did their best, that means they tried to put it together, they worked hard, and everybody was working together. They faced struggles but they dealt with those struggles. It’s an amazing exercise. Get Students to Discover Multiple Perspectives It’s critical to get students to take ownership of their learning decisions. Tell students: “When you’re answering this, don’t give me the answer you think I want. I don’t want that. I want you to own it. You do what you think is right.” Do a quote of the day where you pick various quotes about life, about empathy, various things about learning, and write them on the board. Have students reflect either in their drama journals or on a separate piece of paper. Ask them: What does this quote mean to you? Each day, push them to think a little more. The hope is that you plant these seeds and slowly see the progress as the students start to evolve their thinking, as they start to see that there are other viewpoints rather than just their own and other teachers. And then, they start to expand their thought process. Click here to listen to the full podcast or read the transcript.