DTA | Rethink Pacing in the Drama Classroom
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Rethink Pacing in the Drama Classroom

Created by Matt Webster

Pacing is one of the invisible hands of good teaching. Pacing is a fundamental component of a well run classroom. Many challenging issues that teachers face in the classroom stem from undiagnosed pacing issues: From comprehension to classroom management, pacing can be identified as both the source, and the solution of these problems. This course covers the Definition of Pacing, Non-Standardized curriculum, Pacing and Authentic learning, Expanding and Contracting The Pace, Transitions, Rehearsals and Hidden Pacing.

Course Outline

Module 0: Introduction 1:36 FREE PREVIEW
The introduction lays out the structure of the course, including an overview of pacing and the topics that will be covered.
Module 1: The Definition of Pacing 3:14 FREE PREVIEW
This module defines pacing, and discusses how the concept of pacing relates to the drama classroom.
Module 2: Non-standardized Curriculum 4:36
This module looks at the concept of pacing as it relates to non-standardized curriculum, such as found in a drama program.
Module 3: Pacing and Authentic Learning 7:00
This module looks at pacing and authentic learning or what can be called “Goldilocks Pacing.”
Module 4: Expanding and Contracting the Pace 5:29
This module reviews the concept, and how to expand and contract the pace of curriculum delivery in the drama classroom.
Module 5: Transitions, Rehearsals, and Hidden Pacing 9:49
Transitions, rehearsals and what I call “hidden pacing” are three very different things but all with their own challenges. This module will look at each, and how to handle in the drama classroom.
Module 6: Wrap-Up 1:57
This module wraps up the course with a review of key concepts.

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Standards Addressed

National Core Arts Standards

Synthesize and relate knowledge and personal experiences to make art - Grade 7

TH:Cn10.1.7.a - Incorporate multiple perspectives and diverse community ideas in a drama/theatre work.

Synthesize and relate knowledge and personal experiences to make art - Grade 8

TH:Cn10.1.8.a - Examine a community issue through multiple perspectives in a drama/theatre work.

Synthesize and relate knowledge and personal experiences to make art - Grade HS Proficient

TH:Cn10.1.HSI.a - Investigate how cultural perspectives, community ideas and personal beliefs impact a drama/theatre work.

Synthesize and relate knowledge and personal experiences to make art - Grade HS Accomplished

TH:Cn10.1.HSII.a - Choose and interpret a drama/theatre work to reflect or question personal beliefs.

Organize and develop artistic ideas and work - Grade HS Accomplished

TH:Cr2.1.HSII.b - Cooperate as a creative team to make interpretive choices for a drama/theatre work.

California VAPA Standards (2019)

7.TH:Cn10 Synthesize and relate knowledge and personal experiences to make art.

7.TH:Cn10 - Incorporate multiple perspectives and diverse community ideas in a drama/theatre work.

8.TH:Cn10 Synthesize and relate knowledge and personal experiences to make art.

8.TH:Cn10 - Examine a community issue through multiple perspectives in a drama/theatre work.

Prof.TH:Cn10 Synthesize and relate knowledge and personal experiences to make art.

Prof.TH:Cn10 - Investigate how cultural contexts, community ideas, and personal beliefs impact a drama/theatre work.

Acc.TH:Cn10 Synthesize and relate knowledge and personal experiences to make art.

Acc.TH:Cn10 - Choose and interpret a drama/theatre work to reflect or question personal beliefs.

Georgia Performance Standards - Theatre Arts

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