Connection

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 In an era when students are becoming more and more isolated and withdrawn, drama classes require students to work together in a creative environment.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

“"The arts are a very human way of making life more bearable." — Kurt Vonnegut” Hey, drama teachers! Want to get students thinking about why they’re in your class? Let’s start with this powerful idea from Vonnegut. Think about it: why do people turn to the arts in times of joy, sadness, or struggle? Art isn’t just entertainment; it’s a way to process emotions, to connect, to heal. To make life bearable. Why Do We Create?Ask your students: When was the last time you turned to a song, a book, or a movie to help you navigate a tough moment? The arts offer comfort, expression, and understanding. Whether it’s the catharsis of acting out a dramatic scene, the emotional release of painting on a blank canvas, or the resonance of lyrics that perfectly capture what we feel - art helps us cope. The Arts as a Human NeedAsk your students: How has art helped you? Do you think it's a human need? Some may argue that art is essential, as it has been part of every culture throughout history. Others may see it as a luxury, something we enjoy but don’t need. Either way, it’s a great discussion starter! The Arts and ConnectionOne of the most beautiful aspects of the arts is their ability to create shared experiences. A play can bring an audience together in laughter or tears. A song can unite people across cultures. A painting can speak volumes without words. How have you seen or experienced this in your own life? Keep the Conversation GoingEncourage your students to reflect on these questions: • How do the arts help people cope with challenges or difficult emotions? Can you think of a time when a form of art - music, theater, visual art, or literature - helped you process something in your own life? • Vonnegut suggests that the arts make life "more bearable." Do you think art is essential to human life, or is it just entertainment? Why? • In what ways do the arts connect people and create shared experiences? How have you seen or experienced this in your own life? Let’s remind our students - and ourselves - why the arts matter. Let’s make drama (and all forms of art) purposeful, meaningful, and most importantly, human.

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.

If you’ve ever been part of a theatre production, you know that drama isn’t just about acting — it’s about teamwork, trust, and putting yourself out there. That’s why kindness in the drama classroom isn’t just nice to have; it’s essential. Think about it: theatre requires students to take risks. They have to speak in front of others, step into unfamiliar roles, and sometimes even make themselves look a little silly. That’s not easy! But when students know they’re in a supportive, kind environment, they’re much more willing to try, fail, and try again. So how can we, as drama teachers, actively cultivate kindness in our classrooms? Here are a few simple but effective ideas: 1. Make encouragement the norm.• Start class with a “shout-out” circle where students recognize something great a classmate did. • Encourage students to give positive feedback before offering constructive criticism. (A simple “I loved how expressive you were!” goes a long way.) 2. Model kindness in your feedback.• When giving notes, focus on growth rather than just what went wrong. • Use “and” instead of “but” when offering suggestions: “Your character choices were strong, and if you add a bit more energy, it’ll be even stronger.” 3. Foster a “we, not me” mindset.• Remind students that theatre is a team sport — every role, onstage or off, matters. • Have students switch roles occasionally so they appreciate all aspects of a production. 4. Create a no-mocking zone.• Establish a rule that everyone gets to try things without fear of being laughed at (unless it’s intentional comedy!). • Call out unkind behavior gently but firmly. Drama class should be a place where students feel comfortable being brave. 5. Celebrate effort, not just talent.• Applaud students who take risks, even if the result isn’t perfect. • Acknowledge growth and improvement, not just natural ability. When kindness takes center stage, everything in the drama classroom becomes better: students feel braver, performances improve, and the whole experience becomes more fun. After all, theatre isn’t just about putting on a great show; it’s about building a great community.

The magic of theatre isn’t just in the performances; it’s woven into the traditions that bring us together! From heartwarming pre-show rituals to quirky backstage customs, these traditions create a sense of belonging and excitement for both students and educators. We asked: What traditions do you have with your theatre program? Feed your soulWe always have a potluck supper together on opening night. It’s Mississippi: food is a bonding experience! (Chelsea P.) Create meaningful momentsBefore each performance I hold “My Little Corner Of The World.” That is where the entire cast and crew meet with me and we share positive thoughts and feelings about the show and each other. There are lots of hugs and good feelings. (Bil G.) One student per show receives our journal and they get to write about their experiences in that show. Only a student that receives the journal gets to look inside. I also choose one student and make them into a monkey in the style of the character they portrayed in that show, which started because I bought a monkey border for my classroom. The monkeys are displayed in my class with a picture of that student from the play and a program. (Jen M.) I always gave my kids Angel Cards on opening night and suggested they use their inspirational word to discover something new in the play or character that night. They’d lead each other in warm-ups pre-show and I’d then have them circle up to give them each a card. If they wanted to, they could share their word and what it meant to them as a connection to the show. (Beverly B.) Embrace fun ritualsYou had to dance to enter the paint storage room. Backstory: the door to storage led to even more doors. And one does not simply walk into Mordor… (Ryne M.) This is such a great question and brings back so many memories! For the past 25 years, I’ve had a tradition for opening night: I pick a lead character and a prop, then sneak in a funny photo — whether it’s a baby picture or a celebrity crush. It’s always an inside joke, and I team up with their friends to pull it off. The kids eagerly await "prank opening night," and my students never break character! For example, during The Odd Couple, we put a senior’s baby photo in Felix’s baby book. Last year, in Alice in Wonderland, when the rabbit opened the court scroll, we swapped in his first recital photo. The students never know who I’ll choose, but they always get a little teary-eyed after the show! (Eric M.) Graduates get to sign the wall in our storage closet. Before every show, we hold hands and chant “Go Bananas,” beginning with a whisper and building energy each time we chant until we’re bouncing off the walls. In between performances, we eat pizza and then try to perform other actors’ scenes from memory. We are committed to being kind, brave, and curious, and we reference those traits often. (Annie E.) Develop energy-building warm-up routinesI am the theater assistant at my high school and also an alumnus. I am trying to re-establish traditions because there was no smooth transition between directors. Combine that with COVID and traditions fell by the wayside. I brought back "frequency" as a pre-show warm-up. Everyone gathers hands and we "pass" a squeeze around. It takes a few times to get it right. I have also started a new tradition of a senior key chain that has a charm for each show they've done along with some charms to represent the school. (Cory R.) Pass the pulse before EVERY SHOW and pass the clap at the end of EVERY REHEARSAL and quiet coyote kisses before every green room to stage exit. (Southfork PA) Honour the teamOpening night we recognize new performers with a Premier button. We have Bronze, Silver, Gold, and Platinum company members that are differentiated by the number of shows they’ve done. We inducted the cast and crew at half hour. Post Strike, the crew signs the walls of the catwalk. (Chris C.) Incorporate secret traditionsWe use special props from past plays in current plays even if they are hidden. It’s a small thing that brings me joy and hopefully to them too! (Susan B.) Sorry I couldn’t tell you about our high school traditions; I’ve been told never to tell anyone! It’s a senior secret! But yes, dressing room traditions and chants only our drama department knew! Also a warm up that was different for each show. (Jack R.) I bought this weird 3-D picture of the Santa Maria (Columbus’ boat) at a thrift store (it’s about 8 by 10) and we’ve had it somewhere on the set in every show since we opened the new auditorium in 2000! It’s become a Waldo kind of thing that only the kids know about. Alumni will come to shows and look for it on the set. (JM E.)

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

The following exercise helps students identify their personal strengths and make connections with characters in a play that they are currently studying in drama class. It could also be used for students who are performing in a school production, to help them gain a deeper understanding of the character they are portraying onstage. Being able to identify one’s own strengths is a part of cultivating self-awareness, and is important for students. At the same time, it’s an excellent opportunity to allow students to identify similar strengths in characters (even characters that are dissimilar to themselves). Making those connections helps students gain a deeper understanding of others as well as themselves, while examining their personal biases. This is an individual exercise, and can be completed in person or via distance learning. Find a link for a free printable worksheet at the end of this article. Instructions:1. To start, students will list a minimum of three strengths they think they possess. This may be challenging for some, who might think they aren’t good at anything. Remind them that everyone has strengths! Some examples might include: • • I always get my homework done and handed in on time. • I’m a great babysitter. • I always choose the perfect present for my friends’ birthdays. • My cash till at my part-time job is always correctly balanced at the end of my shift. • I speak loudly and clearly when performing in drama class. • I make excellent chocolate chip cookies. • I’m a really good listener. • I’m good at fixing things. • I’m great at braiding my sister’s hair. • I always give my best effort at football practice. 2. Select two characters from the play your class is currently studying. You may assign the whole class the same two characters, or let students choose which characters to analyze. (If you are having student actors complete this exercise for a show you are producing, have them do the analysis for the character(s) they are playing.) 3. Take a piece of paper and draw two columns, or use the provided worksheet. Write one character’s name at the top of each column. Underneath each character’s name, create three rows. Label them as follows: Their Strengths, My Similar Strengths, Connections. 4. Look through the script for scenes that the first character is in, or instances where other characters are talking about the selected character. Identify two to three strengths the character possesses. Write those strengths down under their name, giving proof from the script (such as the act and scene number, page number, or direct quote from the text). Repeat this for the second character. 5. Once students have identified each character’s strengths, they will identify at least one strength that they themselves also possess. Some characters will be easier for students to identify with than others. But it doesn’t have to be one of the strengths that the student listed in the first section, and it doesn’t have to be exactly the same strength. Challenge students to find even a thread of connection between the character and themselves. For example, a villainous character might be great at plotting schemes, while the student is a whiz at planning parties and special events. A shy, quiet character might always have their nose stuck in a romance novel, but they do share a love of reading with a student who enjoys comic books. 6. Finally, students will respond to the exit slip question: Was it easier to identify the strengths of Character #1, Character #2, or yourself? Why?

It’s not unusual to feel slightly disconnected from students while teaching virtually (and we don’t mean when the internet stops working!). Drama classes are all about human connection and trust, and that can be hard to develop when you’re not physically together with your students. It’s not impossible though — it just takes some time. Try these warm-up exercises in your distance learning drama classes to help build trust, both between you and your students, and between your students. Boring FactsAt the beginning of a new term of drama classes, it’s common for teachers to try to get to know their students by asking them to introduce themselves and share an interesting fact about themselves. However, students often stress about having to figure out an interesting fact, and put pressure on themselves to choose something impressive. Next time, try asking students to share a boring fact about themselves. Anything from “I like cheese” to “I’m also taking math this term” to “I have one sister” works just fine! A boring fact is easy to think of quickly, will give students a chuckle, and can lead to students being more willing to answer follow-up questions (“What kind of cheese is your favourite?” “What’s your opinion of melted cheese on vegetables?” “Ever try one of those fancy bleu cheeses?”). Read My LipsStudents are more likely to loosen up and take risks when they see that their teacher is willing to take risks and look silly as well. When doing exercises, be willing to demonstrate the task so students can see what to expect. As well, try the following simple warm-up: Mute your camera and say a sentence out loud in front of the camera. Speak slowly and exaggerate your enunciation. Students must guess what you are saying by reading your lips. They can respond orally or in the chat box. Encourage students to try the exercise as well! This is a great way for students to practice enunciation and diction, so they can be heard clearly while performing. Full Class Warm-upsDoing full class warm-up exercises takes the pressure off of students. Everyone is working together, which means they’re all on equal footing, and nobody has to worry about looking silly, because you’re all looking silly together! Here are some fast and easy full class warm-ups: • As a group, have students shake their right hand vigorously while counting out loud, backwards from 10. Then shake the left hand and count back, the right foot and count back, and the left foot and count back. Start again with the right hand and count back from 9, and keep repeating the exercise until you get down to 1-1-1-1 (right hand, left hand, right foot, left foot). If you’re short on time, count back from 5 to 1. (This is from our post Community-Building Warm-ups for the Drama Classroom.) • Have a Puppet Dance Party with found objects. Have students suggest songs to dance to. • Rapid Fire Thumbs: As quickly as you can, ask students a number of yes/no questions on a topic, such as favourite foods, music genres, actors, or hobbies. For example: “I’m going to quickly list some fruits and you’ll respond as fast as you can with thumbs up if you like it and thumbs down if you don’t… three, two, one: Apples! Oranges! Bananas! Strawberries! Grapefruit!” and so on. You can add an extra layer of two thumbs up for something they really like, and two thumbs down for something they really dislike. To make it more active, you could have students stand up for things they like and sit down for things they don’t like, or change up the gestures (nodding/shaking head, applause/booing, smiling/frowning). You can also try throwing in something that doesn’t fit into the topic and see how students respond. For example: “Apples! Oranges! Bananas! Popcorn!” Did they notice? Did they try to call you out? How did they feel when you tried to trick them?

Let’s not mince words — distance learning is challenging. Teachers and students alike are missing out on that “real life” connection that in-person drama class provides, it’s hard to bond when cameras are off and mics are muted (let alone when someone’s internet connection drops out), and it can be difficult to focus at home. However, it’s definitely still possible to form genuine connections with your students during distance learning, and it doesn’t require grand gestures. Try these suggestions for small ways to connect with your students during distance learning, and remember — small gestures add up to big results. Do a quick check-in at the beginning and end of each class. At the start of class, ask students how they’re feeling, using a system like thumbs-up/thumbs-down or rating from 1 to 5. If your students have their cameras on but are muted, they can physically signal using gestures. If students have their cameras off, they can reply in the comments area or chat box. Check in again at the end of class and see if students’ feelings have changed. Hopefully they’ve improved throughout drama class! If time allows, give students a few minutes to talk amongst themselves at some point during the class, while you just sit and listen. Your distance learning students are most likely craving connection, so giving them a few minutes to bond with their classmates will be appreciated. Ask students warm-up questions to help you get to know them better. Keep it light. What’s their favourite movie? Do they have any pets, and if so, what kind of pet? Have they ever seen a live theatrical production? If they could have any superpower, what would they choose? If they could have any job in the performing arts industry, what would they do and why? Listen carefully to their responses. If you can, take notes on what your students say, and think of ways you can incorporate their likes and dislikes into your lessons. For example, you could have students create one-minute summary scenes of their favourite movies, or write a monologue from the perspective of their pet. Click on the giveaway at the bottom of this post for a free list of warm-up questions. Give students a genuine compliment. Here are 20 ways to praise your students. You can send students a private message, or write your praises on Post-it Notes and put them on the wall behind you, so everyone can see them on your screen. You can also have your whole class do “Warm Fuzzies” (you can find the instructions here. Have students write a Warm Fuzzy for each student in the class, and submit their lists to you. Amass all the Warm Fuzzy comments into a separate document for each student and send the documents to them. Be sure to include some Warm Fuzzies of your own to each student. (If you don’t have time to amass a classful of Warm Fuzzies, you could assign each student a Warm Fuzzy Buddy to compliment Secret Santa-style.) Send a funny e-card to your students. You don’t need to have a reason — “Happy Thursday” can work just fine, and would be a nice surprise for students to find in their inboxes. Include a few positive words, maybe an inspiring quote, or a theatre joke. For example: “A friend was in a theatre production about English language puns. It was a play on words.” Smile during your classes! A genuine smile can go a long way. Lead students in a relaxation, breathwork, or meditation exercise. Help them let go of their stress and anxieties and be in the present moment, even if only for one minute. Discuss how these mindfulness activities benefit students both in the drama classroom and in the “real world.” Take a break. Again, if time permits, and depending on how long your classes are, allow students a couple minutes in the middle of class to run to the washroom, grab a snack, and recalibrate before they have to sit upright and focus. Hopefully they will be refreshed and ready to work. At the very least, your students will know that you know they need a couple minutes to reset and refocus. Work on active listening exercises with your students. When students feel like they’re being listened to, they feel respected and appreciated. Here are a bunch of great active listening exercises that can easily be adapted to the virtual classroom, or done in smaller virtual breakout rooms. Start with The End of the Word, Learn About, or Conversation Pause.