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Poster set of 2 - Say Yes and Say No, for the drama classroom.

Poster for the drama classroom: Accountability.

Encouragement for rehearsal time - poster for the drama classroom.

Inspirational poster for the drama classroom.

Set of 2 posters for the drama classroom; what you are learning in this class.

Set of 2 posters - Respect in the drama classroom.

This Toolkit provides a variety of resource articles, tips, slide decks, videos, and handouts for you, the do-it-all drama teacher, who has to both direct and put together the costumes for a show. Further to that, perhaps you don’t have a lot of costuming experience and don’t have an extensive costume budget, but want to add this skill to your productions. Where do you start? Right here! You don’t have to know how to sew. You don’t have to know how to draw. You don’t have to create your costumes from scratch. This resource takes you from pre-rehearsal analysis right through to post-production strike. Enjoy!

This section covers costume, equipment, storage, volunteer needs as well as budget tips.

This section includes practical application tools, such as costume measurements, three stitches, and additional tips.

This section covers production elements such as a costume plot, dress rehearsal, and how to run a show as a costumer.

This section covers strike procedure.

Two sets of posters - one for students and one for teachers, to provide visual cues and reminders.

In this workbook, teachers will identify soft skills, identify where we find them in the theatre curriculum, and identify the games, activities and assignments you already utilize in your classroom that use soft skills.

This resource offers guidance on working with your students to create an anti-slur policy. Included are two additional resources - Start With One Thing, and Social Awareness documents.

The goal in this ongoing work to be a loving, inclusive teacher in a loving, inclusive space is to continue to build the library in your room to represent every student. Providing access to these materials within the walls of a classroom allows students to engage in the literature without judgment. This document offers a teacher self-assignment task to populate your bookcase with inclusive, diverse material and then a couple of classroom tasks you can do to make sure your books get noticed.

Author Nick Pappas has created a resource for teachers to develop the tools they need to help student writers find their voice. This resource focuses on two big questions: What is Feedback?, and What is Useful Feedback? At its core, all answers will focus on giving notes that will improve the work, which, in this case, is our students’ plays. And, as a teacher, that’s the goal: we want our students to write and to grow through their writing. If we want students to get better, we need to get better. Understanding the definition of feedback and understanding how to provide useful feedback is the key to all of us getting better.

This is a guide to trying a recorded video journal to use as a reflection tool. It can be used during a rehearsal period to reflect on the process, or it can be used as a classroom tool to reflect on your teaching practice. This guide will walk you through the process and give suggestions for use with your class as well.

In this resource, we will look at the components of SEL, suggest some activities and reflection questions, and go step-by-step through a Defining Ensemble Activity that you can use as a template. Finally, there’s a SEL Worksheet to take activities you use, apply SEL components and make connections: What specifically about the activity connects to the SEL component?

A common unit to start the year has teachers and students setting classroom expectations, identifying procedures and at the same time establishing community through ensemble-building exercises. The two concepts go hand-in-hand if you want a smooth running classroom. This also makes it the perfect unit to introduce inclusivity. This section includes suggestions for discussions around respect with regard to classroom expectations, and ensemble building exercises with a focus on “Who am I?” and “Who are We?” This section also includes a document on creating an Anti-Slur Policy.

Improv sketches are often based on heteronormativity. From characters, to audience suggestions, to scenarios, it’s easy to slip away from anything inclusive. This section includes questions you can ask yourself and discussions you can have with students about current Improvisation guidelines; the use of character names and pronouns; being aware of using accents and affectations for a joke or punchline; occupations without gender and character/relationships.