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Why Drama Is the Ultimate Life Skills Curriculum

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Drama Is Life Skills: How the Classroom Becomes Real-World Practice

Drama Is Life Skills: How the Classroom Becomes Real-World Practice

I believe drama class is life skills. One of my favorite classroom memories explains exactly why Drama Is Life Skills: How the Classroom Becomes Real-World Practice — and it doesn’t involve a standing ovation.

It involves a triangle.

The Power of Being Needed

Years ago, during one of our radio play performances, my student with support needs, Joey, desperately wanted to be part of the show. Speaking lines felt overwhelming for him, but I found a place for him anyway.

He played the triangle — not once or twice, but throughout the performance– small shimmering notes signaling transitions and adding atmosphere. Every time his cue approached, Joey stood up excitedly. He watched closely. With his aide by his side to help if needed, he waited with complete concentration.

And when the moment came, Joey struck that triangle with confidence and pride.

Joey  wasn’t on the sidelines.

He was essential. And for the first time, his classmates truly saw him.

That day confirmed something I had known deep down for years.

Drama isn’t enrichment. It’s life skills education.

Drama Is Life Skills: How the Classroom Becomes Real-World Practice

Communication Without Pressure

In Life Skills classrooms, students are constantly navigating communication challenges. Conversations can feel unpredictable. Social cues are subtle. Consequently, expectations shift.

As you might expect, drama removes much of that unpredictability.

  • Scripts provide structure.
  • Lines are rehearsed.
  • Turns are clearly defined.
  • Tone can be practiced safely.

Often, students’ greatest worry is simply not knowing what to expect. Through radio-style performances, students who feel uncomfortable being physically “on stage” begin to relax. Early on, they discover that we rehearse the script many times. In addition, we practice reading expressively, fine-tune sound effects, and embellish narration.

By the time it’s ready for an audience, the spotlight feels softer. The expectations are clear.

Students practice:

  • Listening for cues–This one skill is more difficult to learn than you would think
  • Waiting their turn–During the first rehearsal, I teach students that part of being a grown up is learning how to wait. They can practice doing so through the rehearsal.
  • Speaking clearly–When directing my casts I remind them, “If they can’t hear you or understand you, it doesn’t matter how good or entertaining you are.”
  • Modulating volume–As well as coaching students to learn to control their speaking volume, students learn its power to define their character.
  • Responding appropriately–Understanding that the director has the final say and responding appropriately and respectfully is a valuable skill to learn for any occupation.

In other words, these aren’t just theater skills.

They’re workplace skills. Community skills. Independence skills.

Drama Is Life Skills: How the Classroom Becomes Real-World Practice

Social Rehearsal in a Safe Space

Think about how many life skills involve social interaction:

  • Greeting someone
  • Resolving a misunderstanding
  • Expressing emotion appropriately
  • Working cooperatively

Drama provides rehearsal for all of it.

Through structured role-play, students can practice ordering food, asking for help, introducing themselves, or solving a conflict. If something doesn’t go well, we simply pause and try again.

No real-world consequences.
No embarrassment that lingers.
Just practice.

Drama Is Life Skills: How the Classroom Becomes Real-World Practice

Since students with support needs are often mainstreamed into arts classes alongside their peers, they also have the opportunity to learn from classmates, not solely from their teacher.

Learning Without the Spotlight

When a student watches a peer:

  • They see what commitment looks like. The students see their peers practice their lines many times, fixing errors as they go and then trying again.

  • Everyone experiences what happens when someone forgets a line and recovers. The fear of ridicule is a big worry for most students However, they can observe how a classmates handles the error and bounce back without any embarrassment.

  • Students notice vocal projection, posture, pacing, gesture. We ask a lot of students when they enroll in a theater class.  One of the most challenging things is to be willing to express one’s emotions. Once you point out to students what a particular emotion looks and feels like, they are more open to experiment themselves.

Perhaps most importantly,  because they’re not “on,” the student’s  brain is free to analyze instead of survive. For reluctant learners especially, this lowers anxiety while still building skill.

Some educators even create simple communication scripts specifically designed to help students practice real-world interactions. As children, most of us eventually figured out how to ask someone to play or start a conversation. But for students with differing abilities, expressing needs can be far more challenging.

Those structured supports pair beautifully with drama-based activities. The scripts provide the language. Drama provides the rehearsal space.

If you’re looking for ready-made communication scripts, my colleague Charlotte Lim offers thoughtfully designed resources that focus on these social exchanges. You can explore her materials here: Colourful Teaching For You.

Drama Is Life Skills: How the Classroom Becomes Real-World Practice

Structure Creates Safety

Many Life Skills students thrive on routine and predictability.

Drama, when taught intentionally, is structured creativity.

Every activity has:

A beginning, middle and an end. There are clear roles and  expectations.

Even improvisation operates within boundaries. Ever heard of  the phrase “Yes, and…”? I believe this improv. exercise is popular simply because it has very clear rules and boundaries for the actors.

That structure creates safety. And safety builds participation.

I watched it happen over and over again. When students understood the framework, they relaxed into it. They began to trust the process. And once they trusted the process, they took risks.

Small risks at first. Then bigger ones. And the payoff is huge.

Before long, you’ll see these students included not only within their Life Skills class, but alongside other peers and school friends. They shine.

Drama Is Life Skills: How the Classroom Becomes Real-World Practice

Confidence That Transfers

Here’s what I saw year after year.

Students who once hesitated began to:

  • Raise their voices with clarity
  • Initiate conversations
  • Make eye contact
  • Volunteer for responsibilities
  • Take pride in completing a public task

Confidence built in a drama classroom does not stay in the drama classroom.

It transfers to everywhere and everything –job interviews, classroom presentations, community interaction and daily life.

Joey wasn’t just playing the triangle.

He was learning to:

  • Follow timing and direction
  • Monitor attention
  • Contribute to a team
  • Complete a task under gentle pressure
  • Experience the pride of being necessary — and that is monumental

He didn’t need dialogue.

He needed purpose.

Drama Is Life Skills: How the Classroom Becomes Real-World Practice

Every Student Gets a Role

One of my guiding beliefs as a drama teacher was simple: Every student gets a role.

Not every student needs the spotlight. Furthermore, neither does every student wants it.

But every student deserves participation.

Students might read lines or narrate the story. While others focus on sound effects or manage props. Small groups bring scenes to life.

And occasionally, one holds a triangle — waiting for the exact right moment to strike.

The difference is this:
Drama allows differentiation without isolation. It allows contribution without comparison. That’s part of the magic!

And that is what makes it such a powerful life skills curriculum.

Drama Is Life Skills: How the Classroom Becomes Real-World Practice

Drama Is Not a Luxury

If we truly want to prepare students for life beyond school, we must give them opportunities to rehearse life itself. This is discussed in the core classes, but not focused on as much in the elective classes. It’s always a struggle for us–to convince a parent or student that our classes  can teach them skills which can set them up for their future. The arts create structured opportunities for students to develop the habits and skills real life requires.

There is communication, collaboration, emotional expression, problem-solving, responsibility as well as pride in contribution.

After implementing one of my radio play units in her Life Skills Music class, a fellow teacher shared:

“I used this entire unit with my Life Skills Music class. We learned all about radio, created theme songs, and performed Foley artistry sound effects. We recorded The Bow Wow Blues, and I edited it together. Well done, Dramamommaspeaks!!!”

You can even hear their finished recording here:
https://www.youtube.com/watch?v=ixawAaZZa2k

Rehearsing for Real Life

This teacher’s experience reinforces what I have seen for decades: when students are given structure, creativity, and meaningful roles, they rise to the occasion. They collaborate, take ownership and produce something real.

And that kind of engagement isn’t accidental. It’s intentional.

Worksheets cannot replicate that. Drama can.

In my classroom, drama was never about applause. It was about belonging.

A Place to Practice

My goal is to  make sure every student — even the one holding a triangle — understood that they mattered. That they contributed. Ultimately, they were more important than they realized.

Because long before students step into a job interview, introduce themselves in a new setting, or navigate a difficult conversation, they deserve a place to practice.

Drama gives them that place.

And that is why drama isn’t an extra.

It’s the ultimate life skills curriculum.

If you’d like to explore drama resources specifically designed for Life Skills and inclusive classrooms, you can browse the collection here. Drama for Life Skills Classrooms.

How have you used drama in your classes?  I’d love to hear about it.  Email me at DhcBaldwin@gmail.com

Drama Is Life Skills: How the Classroom Becomes Real-World Practice

Black Theater Artists to Explore: Beyond the Famous

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Black Theater Artists to Explore: Beyond the Famous

It’s February — and if you’re like many drama teachers, you’re balancing packed schedules while trying to make Black History Month meaningful and authentic for your students. Over the years, I’ve noticed the same pattern: we want to go beyond the familiar names but aren’t always sure where to begin. That’s exactly why I’m sharing today’s post, Black Theater Artists to Explore: Beyond the Famous

We want to turn to the artists we know our students should recognize — powerful figures like August Wilson, Lorraine Hansberry, and James Earl Jones. And those voices absolutely deserve the spotlight.

But after decades of teaching drama, I’ve discovered something that surprises students every time: the real spark often happens when they meet artists they’ve never heard of before. Suddenly, theater history stops feeling like a list of famous names and starts feeling alive, diverse, and full of discovery.

When we expand beyond the familiar, we don’t just teach history — we open doors to new creative possibilities for our students. Therein, lies the one of the keys to engaging our students!

Why Introduce Lesser-Known Black Theater Artists?

When students see only a few repeated figures in theater history, they may assume the field is limited or fixed.

Introducing a wider range of artists helps students:

  • understand that theater history is constantly evolving–new artists rise to prominence such as Michael B. Jordan and Cynthia Erivo

  • explore different styles and storytelling approaches

  • discover diverse pathways into theater careers– learn about directing, design, choreography, stage management, or technical theater roles they never knew existed

  • feel a stronger sense of connection and representation–Oh hello!  If a student admires a particular theater artist, they may emulate and reach higher in their pursuits.

And honestly? It keeps your curriculum fresh and engaging — for you and for your students. This isn’t spoke about enough and it’s gigantically important!

Black Theater Artists to Explore: Beyond the Famous

Vinnette Carroll: Breaking Barriers in Musical Theater

Vinnette Carroll (1922-2002) made history as the first Black woman to direct on Broadway, but her impact goes far beyond that milestone.

She helped shape gospel musical theater through productions like Your Arms Too Short to Box with God, blending spiritual music traditions with theatrical storytelling in a way that felt both culturally rooted and innovative.

Classroom connection:

Ask students to examine how music traditions influence storytelling. How does gospel performance differ from traditional Broadway musical styles? Students compare two different music styles such as gospel and traditional musical. Then they create a short performance style of both.

Black Theater Artists to Explore: Beyond the Famous

Loften Mitchell: Preserving and Advancing Black Theater History

Playwright and historian Loften Mitchell used theater to explore civil rights themes and African American identity while also documenting theater history itself.  Mitchell was a principal writer/creator (book and concept of Bubblin’ Brown Sugar).

Students often don’t realize that preserving theater history is an active process — and Mitchell’s work shows how artists can be both creators and historians.

Theatre reflects the world around it. Understanding historical context helps students recognize why certain dramatic themes emerge and how artists use storytelling to respond to their time.

Classroom connection:

Assign students t research how historical events influence dramatic themes. What stories emerge from specific moments in history? Students explore a particular time in history and create a play concept for the issues of that time period. That’s fascinating, creative stuff.

Black Theater Artists to Explore: Beyond the Famous

Adrienne Kennedy: Expanding What Theater Can Look Like

Adrienne Kennedy challenges traditional storytelling through experimental structure and powerful imagery. Her work invites audiences into psychological and symbolic worlds rather than linear narratives.

Students who think theater must follow a strict format are often fascinated when they encounter her style.

Classroom connection:

Invite students to create a short non-linear scene or monologue inspired by emotional imagery rather than plot. Students create a thirty or sixty second monologue or scene based on an emotional image. (Such as rain falling while someone laughs.)

Black Theater Artists to Explore: Beyond the Famous

Camille A. Brown: Movement as Narrative

Choreographer Camille A. Brown demonstrates how dance and movement traditions can serve as storytelling tools within theater.

Her work reminds students that performance isn’t limited to spoken dialogue — movement can communicate character, emotion, and history. Check out this Youtube clip: Camille A. Brown Film

Classroom connection:

Explore how gesture, rhythm, or social dance styles communicate meaning without words. A teacher could assign a group a particular word such as “struggle” and students choreograph 10-15 second movement as they envision the word.

Black Theater Artists to Explore: Beyond the Famous

Robert O’Hara: Reimagining Classic Forms

Robert O’Hara’s directing and playwriting reexamine traditional theatrical structures through contemporary perspectives.

Introducing artists like O’Hara helps students understand that theater is not static — it evolves with each generation.

Classroom connection:

Ask students how classic stories could be reimagined for today’s audiences. Into the Woods is a good example as is The Outsiders or The Wiz. Challenge students to choose a book, myth, or well-known story and develop their own theatrical concept.  Check out:  Create Your Own Musical Unit

Black Theater Artists to Explore: Beyond the Famous

Simple Ways to Bring These Artists Into Your Drama Classroom

Now, before you become overwhelmed by all of this, rest easy.  I’m here to help you! You don’t need an entire unit to expand representation in your curriculum. Try:

  • Quick biography warm-ups–One-Minute Opinion Line is a great one for this

  • One-day research activities–Students collect facts on the artist and create a one-pager assignment about them. Here’s one for Denzel Washington as an example.

  • Creative response assignments–A Director/Concept Production board can reflect the artist easily, especially for the reluctant

  • Movement or design explorations inspired by the artist–Choreographing similar to  Camille A. Brown’s style or designing a set for one of the playwright’s plays

Small additions can have a big impact on how students understand theater history.

Final Thoughts

I wish I’d had all of these idea when I first began teaching. However, at least I can help you with this blog post, Black Theater Artists to Explore: Beyond the Famous.  To be honest, I never had the time to create my biography research lessons until recently.  Black History Month is a powerful opportunity to celebrate theater legends — but it’s also a chance to expand the spotlight.

When students discover artists they didn’t know existed, something shifts. Theater becomes bigger. More inclusive. More exciting.

And that sense of discovery? That’s where real learning begins. It’s exciting!

My advice:  Start small. Choose one familiar story and challenge your students to reinvent it for today’s audience. You may be surprised at how quickly students move from hesitant ideas to bold theatrical choices.

If you’d like ready-to-use lessons that guide students through adaptation, creative storytelling, and theatrical exploration, I’ve created classroom-tested Dramamommaspeaks resources designed to make planning easier while keeping creativity at the center. You can explore them here: Dramamommaspeaks 

Deb

Deb directing The Miracle Worker

Link:  Amazon.com

Readers Theater: The Secret Tool for Social Studies

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Readers Theater: The Secret Tool for Social Studies

I wanted to write “Readers Theater: The Secret Tool for Social Studies” because so many teachers are searching for new ways to keep students engaged in social studies. When most teachers hear “Readers Theater,” they picture ELA fluency, reading  or drama class, or a fun break from routine. But Readers Theater is far more powerful than that—especially in the social studies classroom.

Social studies is filled with people, decisions, and moments that shaped the world. Readers Theater brings those stories to life.

Readers Theater: The Secret Tool for Social Studies

Why It Works

Personally, I believe Readers Theater is one of the most useful teaching tools we teachers have at our disposal. First, Readers Theater requires no costumes, sets, and maybe most importantly–no memorization. (I’m aware that I am repetitive here, but not having to memorize lines could be the single greatest asset of Readers Theater.) Talking about making it easy on the teacher! Plus, students remain seated and bring characters to life using only their voices. Stay seated, you say?  Plus, everyone faces forward.  Consequently, there is not much opportunity for shenanigans.  Since the pressure of performance is removed, even shy or reluctant learners can participate successfully.

It’s simple, low-prep, and high-engagement—just what teachers need when the curriculum feels heavy.

Readers Theater: The Secret Tool for Social Studies

✅ 1. Readers Theater Builds Historical Empathy

As we know, understanding history is more than memorizing dates. I remember when I was in social studies class, I had a difficult time with all of the facts.  Students learn why people behaved as they did, how they felt, and what values shaped their choices.

Here’s a tip:  When students “step into” a historical figure’s role—even just by reading lines—they connect emotionally with the past. That’s powerful. 

  • What did enslaved families risk on the Underground Railroad?

  • How did immigrant children feel arriving at Ellis Island?

  • What was it like to hear Lincoln’s words at Gettysburg?

Readers Theater turns history from a timeline into a human experience.

Readers Theater: The Secret Tool for Social Studies

✅ 2. It Gives Voice to Multiple Perspectives

Good social studies teaching includes multiple viewpoints. Readers Theater makes that visible and audible.

A script can feature:

  • Leaders and everyday citizens

  • Soldiers, nurses, and workers–Veterans Day One Act

  • Children’s voices from different cultures–check out Magic Lake (a Peruvian story about a little girl who saves the prince)

  • Opposing sides of an issue–It Could Always Be Worse is an excellent example of being grateful

Students begin to recognize that history isn’t one story—it’s many. I find that learning that other cultures have the same issues that I have makes me feel better about my particular issue at the time.

Readers Theater: The Secret Tool for Social Studies
My ESL Drama Club in Smithton Middle School, 2001

✅ 3. It Supports ELLs and Struggling Readers

Because students read aloud together, Readers Theater:

  • Encourages repeated reading (which boosts comprehension)

  • Builds vocabulary naturally

  • Strengthens speaking and listening skills

  • Reduces anxiety—no memorization, no performing alone

ELL students in particular benefit from hearing fluent reading modeled by classmates while having the chance to participate at their comfort level. About twenty years ago, I sponsored an ESL Drama Club.  What a tremendous experience that was.  We performed a Readers Theater script by Aaron Shepherd. 

Readers Theater: The Secret Tool for Social Studies

✅ 4. It Turns Primary Sources Into Something Students Can Understand

Primary documents are rich—but intimidating. Once a student is intimidated, they can’t learn.  Readers Theater helps teachers “translate” them into accessible language without losing meaning. For example, a student could learn about Martin Luther King through a Readers Theater script.  

A script can simplify:

  • Speeches

  • Letters

  • Newspaper accounts

  • Diaries

  • Oral histories

Additionally, if a teacher uses the Readers Theater script for a performance, such the Martin Luther King holiday, students begin to internalize content instead of just decoding it. I know that when my teachers used Readers Theater in our classes, I remembered the information much more easily.

Readers Theater: The Secret Tool for Social Studies

✅ 5. It Encourages Collaboration and Critical Thinking

Social studies is filled with cause and effect, motives, and outcomes. Readers Theater takes those ideas off the page and puts them into dialogue, letting students hear history instead of just reading about it.

After a script, students can discuss:

  • Who had power in the situation?

  • What choices did characters have? Li Chi The Serpent Slayer is a fantastic Chinese folk tale about a girl volunteering herself to save her village.

  • What might you have done differently?

  • What bias or point of view appears in the story?

Readers Theater: The Secret Tool for Social Studies

How Readers Theater Turns Passive Readers into Powerful Thinkers

Suddenly, they’re not just reading history—they’re interrogating it. When students interrogate information—asking questions, challenging assumptions, and discussing why events happened—they are no longer passive receivers of content. They become active thinkers. That shift builds confidence.

  • They learn that their ideas and questions matter.
    When students are encouraged to question the text, they begin to trust their own reasoning. Without a doubt, trusting one’s self is monumentally important.

  • They discover they can figure things out on their own.
    Instead of waiting for the teacher to supply answers, they explore possibilities and defend their thinking. For that reason, their sense of ownership becomes a heady experience.  One experience a students doesn’t easily forget!

  • They practice speaking up.
    Discussing motives, cause and effect, and different perspectives helps students find their voice and participate more boldly. Using Readers Theater as the vehicle for your teaching is a sly way to engage students. Personally, I think it is magical.

  • They realize there is not always one “right answer.”
    In social studies, interpretation is part of learning. When students see that they can contribute, analyze, and debate, their confidence grows. Additionally, as confidence grows, a teacher may discover that the most reluctant student feels comfortable speaking up.  Readers Theater is non-threatening.

Additionally, interrogating information isn’t just academic—it’s empowering. Readers Theater makes this even more accessible because students hear viewpoints aloud, react to them, and respond in real time. As a result, that experience helps them feel capable, engaged, and confident in the classroom. And…it’s effortless teaching, I promise you.

✅ Ideas for Using Readers Theater in Social Studies

  • Biographies (Harriet Tubman, Cesar Chavez, Sojourner Truth, Eleanor Roosevelt)

  • World cultures and holidays ( Día de (los) Muertos–Day of the Dead)

  • Indigenous stories and oral traditions (How the Bee Got Its Singer-a Cherokee Creation Myth)

  • Immigration experiences

  • Civil Rights Movement

  • World War II home front

  • Constitutional Convention debates

  • Historical folktales and legends ( The Fall of the Spider Man–a Canadian Folk Tale)

Short scripts can be used during:

  • Introduction to a Unit

  • Stations

  • Friday fun days

  • Sub plans

  • Intervention groups

  • Literacy centers

  • Class performance days

✅ Final Thoughts

I hope you’ll consider including Readers Theater scripts into your social studies curriculum. Social studies should never feel like a silent subject. It should be full of voices, stories, and perspectives.

Readers Theater does exactly that—bringing history to life in a way that is meaningful, accessible, and unforgettable.

How have you used Readers Theater in your social studies classroom?  I’d love to hear about it.  Feel free to email me at DhcBaldwin@gmail.com

   Have you heard the news?  We’re Live! Radio Theater #101 was awarded a 5 star review of excellence.  Get your copy here! We’re Live! Radio Theater #101

Who Is Springboard to Action and Why It Matters

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Every so often, someone reaches out to me and asks if I can help spread the word about an organization that’s making a real difference in theater education. I’m always willing to consider it.  That’s part of my mission statement.  When I see a program that opens doors for students and inspires teachers, I’m always eager to share it. Today’s spotlight is on one of those opportunities: Who Is Springboard to Action and Why It Matters.

Who Is Springboard to Action and Why It Matters

Who is Springboard to Design and Why It Matters

Springboard to Design encourages and mentors high school students from underrepresented populations to explore the process of theatrical collaboration and the many avenues of American Theatre design. Led by renowned members of the contemporary theatre in the heart of NYC, the Springboard to Design curriculum includes workshops, seminars, and access to important work on and off Broadway.

Springboard to Action

Instructors consist of award-winning artists who create a collaborative environment for students, as they explore costume, set, lighting, projection, hair, makeup, and sound design. How wonderful this is for the students! Knowing that someone who the students can relate to because of their background or culture or ethnicity is important.  Such an approach ensures that the program is not all about teaching and learning—it’s about connection.

Springboard to Design is an initiative by Design Action, an intergenerational coalition of BIPOC and white designers working to end racial inequities in North American theatre. The program was incubated in collaboration with the American Theatre Wing in 2021. In the summer of 2025, Springboard to Design was hosted at The Harvey Fierstein Theatre Lab housed in The New York Public Library for the Performing Arts in the heart of Lincoln Center.

Who Is Springboard to Action and Why It Matters

Benefits of Springboard to Design

In case you want to share this information with your students, here’s a quick list of how this program benefits students:

  • Accessibility – Tuition, housing, and program costs are fully covered, making it possible for all students to attend.
  • Representation Matters – Students work with professional designers who reflect diverse backgrounds and lived experiences.
  • Professional Mentorship – Award-winning artists guide students through real-world design challenges.
  • Hands-On Training – Workshops let students experiment with costume, set, lighting, projection, hair, makeup, and sound design.
  • Career Exploration – Students discover design pathways beyond acting, expanding their vision of what a future in theatre can be.
  • Community Building – The program fosters collaboration, teamwork, and friendships with peers who share the same passions.
  • Networking in NYC – Students gain exposure to Broadway professionals and experience theatre in the cultural hub of the U.S.
  • Recognition – Being part of a nationally recognized program (Anthem Award winner) adds prestige to a student’s portfolio or college application.

Isn’t this is exciting?  I wish I had students that I could introduce to this program.  If you need an answer to the question, “How is theater useful in the outside world”, read: Why Theater Education Matters: Developing Key Life Skills

Who Is Springboard to Action and Why It Matters

Breaking Barriers for Future Theater Artists

The program includes workshops and mentorship from award-winning artists. Students explore costume, set, lighting, sound, hair, makeup, and projection design in the heart of New York City. Here’s the exciting part—the SB2D program is FREE to all students.

Springboard to Design (SB2D) gives students the chance to dive into the world of theatre design and discover new artistic possibilities, no experience required! With housing available and tuition fully covered, this program is built to remove barriers for the next generation of theatre designers. Thus, students expand their sense of community, collaboration, and imagination.

Springboard to Design is all ready a winner!  The program was recognized by the 2022 and 2023 Anthem Awards as a Bronze Winner for Education, Arts, & Culture – Community Engagement.

Who Is Springboard to Action and Why It Matters

Application Details and Deadlines

The applications for the 2026 program are open from September 15th to December 15th, 2025.

The application will include a few short essays, a brief introduction video, and an original piece of artwork.

There is a $25 application fee. If for any reason you are unable to afford the fee, or if it causes stress on family finances. If so, please contact us to receive a voucher. This application fee goes directly back into the program and helps keep the week-long experience free for students.

The Power of Finding Your Community

I can only speak from personal experience.  When I attended college I finally found people who were just like me with the same interests and goal.  I was much more willing to show up for myself.  Sounds to me like Springboard to Action is the opportunity and growth we’d all like to give our students an opportunity to attain.  For more information about the program, go to Springboard for Action.

I give drama teachers advise nearly weekly.  If you have any questions or need some help, just email me at DhcBaldwin@gmail.com

Woman behind DramaMommaSpeaks

Beyond Acting: The Value of Other Art Forms in Theater Class

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Beyond Acting: The Value of Other Art Forms in Theater Class

When I was a young girl, I studied piano and played it for ten years (you’d never know it to hear me now, however). I wanted to perform in theater, but it was discouraged by my parents until they realized I was serious about it. You can read more about that here: How Theatre Saved My Life. That early mix of music and theater reminds me of today’s topic—Beyond Acting: The Value of Other Art Forms in Theater.

In theater, it’s easy for students to think their only job is to act. But drama is one of the most collaborative art forms—it pulls from dance, music, literature, and visual design. When teachers encourage students to step outside acting and experiment with other artistic expressions, both the classroom and the students’ work on stage become stronger.

Beyond Acting: The Value of Other Art Forms in Theater Class

Why Interests Matter as Much as Skills in Theater Class

Even in elementary school, I was a good singer.  Because I played the piano for many years, I could and can easily hear harmony in a song. However, even with all that natural ability I was far more intrigued by acting.   Yet, I wasn’t a triple threat.  My acting and singing talent outweighed my dancing skills though I did my best to catch up once  I attended Stephen College.  What I lacked in skill, I made up for in interest.  I’m one of those people who loves all the art forms. Is that you, too? Nevertheless, not every student realizes this about themselves.  Understanding the value of one’s interest in the other arts is important to your blossoming theater arts students.

Beyond Acting: The Value of Other Art Forms in Theater Class

Beyond Acting: The Value of Other Art Forms in Theater Class

Let’s consider the various reasons I encourage students to study other art forms while they are studying theater.

1. Theater Is Already a Blend of Art Forms

Dance and movement: Actors borrow from choreography to express emotion. Here’s the good news–you don’t have to be the next winner of Dance Off to learn to dance.  Even just learning to move with confidence is a help.

Music and rhythm: Timing, pace, and mood often reflect musicality. Learning how to play an instrument or sing can’t do anything but help you with your acting.  Comic timing can be helped by learning about rhythm.

Visual art and design: Sets, costumes, and props rely on strong visual choices. I’ve never known an actor who didn’t like some other art form.  Many enjoy drawing. Why not show them a video or two of artists who became set designers.  For example, Ming Cho Lee  Often called the “Dean of American set designers,” studied art and architecture before becoming a celebrated Broadway and opera designer. He also taught design at Yale, shaping generations of designers. If you’d like a lesson about Lee, check out:  Ming Cho Lee

Pick up my Google slide version of Technical Theater, a Growing Bundle here

Creative writing: Scripts are born from writers who understand character and story. By learning to be a better writer, you can’t help but hone your skills.  If nothing else, you’ll be more aware of the talent it takes to write a script. Plus, you’ll understand the value of learning the script word for word. By dipping into these areas, students see how interconnected the arts really are.

Beyond Acting: The Value of Other Art Forms in Theater Class

Fresh Energy from Exploring New Arts

2. A Cure for Creative Ruts

Students sometimes get frustrated when a scene or role doesn’t click. Pivoting to painting a set piece, choreographing a short movement sequence, or designing a costume can rekindle their excitement. That renewed energy often carries back into acting. This is fascinating to me. Plus, it wouldn’t hurt for a whole cast to do this for one rehearsal.  If you want to know how to direct a youth theater production, check out this post: Ten Steps in a Play Rehearsal in Youth Theater

3. Building Empathy and Respect

When students explore beyond acting, they begin to understand and appreciate the many roles that bring a production to life. Suddenly, the costume designer isn’t just “the one who sews,” and the lighting crew isn’t just “flipping switches.” Students see that every role—whether onstage or behind the scenes—requires creativity, problem-solving, and artistry. When I attended college, the theater department required us to put in 100 hours in the set and/or costume shop. (Me?  I put in 200 hours.)

This realization helps them value their classmates’ contributions. Not to mention, they respect the effort that goes into each part of a production. Over time, that empathy translates into a stronger ensemble spirit. Instead of competing for the spotlight, students begin to celebrate one another’s strengths, which makes the entire performance richer and more unified. I’ve observed it occurring many times.

Beyond Acting: The Value of Other Art Forms in Theater Class

4. Cross-Training Makes Stronger Artists

Just like athletes cross-train, drama students benefit from developing skills in other arts.  I believe it is our job to point that out to our students and encourage them to use their undiscovered talents:

For instance, a student who plays an instrument may develop stronger rhythm in their line delivery. Or a  student who sketches may have a keener eye for stage pictures. That comes in handy when they get a chance to try directing a one act or scene with their peers. Do you have a student who is always writing stories and poems?  They may build more authentic characters., because of their love of the written word.

5. Teachers See Hidden Strengths

For teachers, encouraging pivots helps uncover talents is exciting and very fulfilling. Personally, I’ve introduced many students who entered my classroom thinking they wanted to perform only to  discover they preferred technical theater once they studied it. Read this post if you’d like to hear about a student of mine who went on to be a set designer.

He attributes his interest in it from building a model of  a set design when he was in middle school.  The Five Reasons Your Students Will Love Set Design Learning to draw a set design of their own choosing, encourages them to explore their own ideas.  They approach researching a time period with a different attitude or outlook because they can see a reasons for doing so. Encouraging them gives them the license to see things differently.  You can’t beat that kind of  affirmation.

Do you have any shy students? They may thrive in sound or light design.  How about a restless one?  Encourage them to audition for the dance squad.   Exploring different art forms ensures that every student finds a way to shine. If you’d like to learn how to encourage students to study technical theater, check out: Ten Ways to Teach Reluctant Students in Your Theater Class

Exploring other art forms doesn’t pull students away from theater. It makes them better theater artists. When teachers provide opportunities to pivot, students gain resilience, creativity, and confidence. My advice?  Let students try on multiple “hats” in the drama classroom. You may discover your actors become better performers precisely because they also became designers, dancers, or writers.

Have you ever encouraged a student to explore another art form to strengthen their acting? I’d love to hear your story—feel free to email me at DhcBaldwin@gmail.com.

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Creative Dramatics for Tweens: Build Confidence First

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Creative Dramatics for Tweens: Build Confidence First

I’ve wanted to blog on this subject for a long time–Creative Dramatics for Tweens: Build Confidence First. It’s easy to assume that the best way to begin a drama class is with scripts in hand or with a monologue or duet scene. After all, that’s what theater is all about—character, dialogue, blocking, memorization. Right?

Creative Dramatics for Tweens: Build Confidence First
Here I am with a former student sitting on the floor, playing the warm-up game with my class

Not quite.

When you’re working with middle school students, traditional scripted drama can be overwhelming. Many students at this age are still learning to navigate their emotions.  Additionaly, they are learning how to communicate effectively, and build trust with their peers. That’s why I believe the best way to start middle school theater is not with a script, but with creative dramatics.

What Is Creative Dramatics?

Creative dramatics is an unscripted, process-centered approach to theater. It includes improvisation, storytelling, pantomime, role play, and drama games. Unlike traditional scripted drama, it emphasizes exploration over performance. Additionally, it is less about perfect delivery and more about self-expression, teamwork, and discovery.

In short—it’s play with purpose.

Creative Dramatics for Tweens: Build Confidence First

Why Traditional Drama Doesn’t Work Right Away

Middle school students come to drama class with a wide range of abilities.  Plus, they join us with different comfort levels, and backgrounds.  Some are eager to perform; others are terrified of speaking aloud. When we hand them a script and ask them to “act,” we’re assuming they already have skills they may not have yet.

As we are aware, times have changed one generation to the next.  I was from the generation where parents said children were, “to be seen and not heard.’ My parents let my teachers deal with me at school–they did not intervene at all. My daughters weren’t raised as strictly but guardedly.  However, we did not ask them for their input in making decisions about and for them.  This latest generation is much more hands-on.

Modern parents are often more involved in their children’s lives than previous generations. They attend more events, know more about their kids’ social-emotional development, and are quicker to advocate in school or healthcare settings. This shift is partly due to greater access to parenting research, a cultural emphasis on emotional intelligence, and a desire to break cycles from their own childhoods.

Creative Dramatics for Tweens: Build Confidence First

How Developmentally Appropriate Drama Builds Success

How does that play out in the drama classroom?  In drama class we deal with our emotions right from the first day.  If a student is uncomfortable sharing emotion, they will shut down on a teacher before they have even begun.

This is the primary reason for beginning the school year or even second semester with creative dramatics and not jumping into more a more traditional theater class.  Take.your.time.

Here are a few reasons traditional methods may fall short:

They’re still figuring out who they are. Think of it–they enter your classroom as basically a 5th grader and leave the school as almost a 9th grader.  That’s huge growth!  Identity is a work in progress at this age. Asking them to take on another character can feel like too much when they’re unsure of themselves to begin with.

Reading aloud is a challenge for some. Not every student is a confident reader. Struggling through a script in front of peers can be a confidence killer.

Performance anxiety is real. Scripts and staged scenes can cause fear of failure, embarrassment, or judgment.

Additionally, they haven’t built ensemble yet. Trust is a crucial part of theater—and it takes time. Without it, collaborative scene work suffers. Students must feel safe in order to take chances and make mistakes in front of their peers.

Creative Dramatics for Tweens: Build Confidence First

What Creative Dramatics Offers Instead

Simply put, creative dramatics gives students the freedom to play, explore, and make choices.

Here’s why it works so well for middle schoolers:

Confidence Grows Naturally
I found that activities like studying movement and storytelling encourage participation without the pressure of “getting it right.” Students learn that all ideas are welcome, and that builds a safer space for risk-taking.

It Emphasizes Play
Middle schoolers need movement and laughter. Games and creative exercises channel their energy in productive ways—and make class genuinely fun. Students have shared with me that the warm-up games are their favorite part of their school day!  One exercise that is always successful is The Three Headed Monster.  Want a copy?  Pick it up here: Three Headed Monster

Creative Dramatics for Tweens: Build Confidence First

Why Creative Dramatics Works for Every Student

It Builds Ensemble
Middle schools are generally as large as a small high school.  That means your students may not be familiar with each other. Several elementaries can funnel into one middle school. Therefore, group work, partner activities, and group-based improvisation help students learn to listen, collaborate, and trust one another. These are the same skills that will serve them when they do move into scripted work. Check out this bundle:  Group Based Improvisation Exercises

 Skills Are Introduced Organically
Voice, body language, emotion, conflict, character motivation—these are all explored through creative dramatics. Often students aren’t even aware that they’re developing them. Because you have focused on participation rather than performance, your timid students have an opportunity to challenge their fears without criticism.

It Welcomes All Learners
Some students didn’t choose to take drama. Others are English language learners or neurodivergent. Creative dramatics gives everyone a way in—regardless of background or ability. My favorite memories of teaching middle school have always been when a secial needs student get to participate in the performance. Or the ELL students show their classmates that they don’t need to be good English speakers to win at a game! Need something for a substitute teacher to teach?  Check out: Emergency Sub Plan Bundle 

Creative Dramatics for Tweens: Build Confidence First

What It Looks Like in Practice

So, what does creative dramatics actually look like in the classroom?  A middle school drama classroom is joyful, dynamic and always fun!

Here are a few ways to begin your middle school drama class:

  • Tableaux exercises where students freeze in poses to tell a story or capture a scene–pick up Fairy Tales with Tableau
  • Improvisation games like “Yes, And…” or “What Are You Doing?”
  • Story circle activities where students help shape a narrative such as Magic Circle
  • Movement builds expression and clarity without words such as Creative Movement
  • Character walk explorations where students invent physical traits for imaginary people. This first begins with a charater analysis such as Character Analysis

None of these require a script. All of them build foundational theater skills.

Creative Dramatics for Tweens: Build Confidence First

When to Introduce Scripts

Scripts do have a place in middle school drama. They come after the ensemble is built, the fear is reduced, and the students are comfortable in their own creative voices.

When that time comes, try:

  • Class plays where the entire class is involved, such as The Brave Little Tailor
  • Reader’s theater as a gentle transition, such as The Magic Lake
  • Radio theater is non-threatening and requires very little preparation for you or the students, try Bow Wow Blues

Once they’re ready, traditional drama becomes much more successful—and meaningful. It’s worth noting you should also not begin the year delving into theater history.  If you’d like a  free lesson for this subject, check out: The Origin of Theater

Creative Dramatics for Tweens: Build Confidence First

Final Thoughts

Here’s some advice:  don’t be like me and get all caught up in the quality of the performance. When I first started teaching middle schoolers, I was too focused on the final performance.  Some students can only equate a play performance as doing “theater”. They may not come out of their shells until they are standing in front an audience (hopefully, someone else’s class of students are serving as audience).

What is key here is that your students are LEARNING. Once you accept this, your teaching will be much more fun and fulfilling.   Middle school drama is not about putting on a perfect show. It’s about helping students discover who they are, how they express themselves, and how they connect with others. Want more advice about teaching middle schoolers? Check out: How to Make Your Drama Class More Successful –Lessons Learned from 38 Years of Teaching-Middle School

Where Confidence Begins: Creative Dramatics

If we want them to fall in love with theater—and we do—we need to meet them where they are. That starts not with scripts, but with play. With movement, with laughter and 2ith ensemble.

It starts with creative dramatics.

Have you tried creative dramatics with your students?  Drop a comment and share what’s worked for you, or explore my ready-to-use lessons that make the first weeks of drama class engaging and low-stress—for you and your students.

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