Join Me in my new Facebook Group! https://www.facebook.com/groups/417126059784261

Menu

teaching strategies

Why Drama Is the Ultimate Life Skills Curriculum

By Leave a Comment

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

By Leave a Comment

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

Beyond the Stage: Theater Arts Projects for Students

By Leave a Comment

Beyond the Stage: Theater Arts Projects for Students

When teachers think about theater education, scripts and stage lights often come to mind first. I do, too!  But Beyond the Stage: Theater Arts Projects for Students is about something broader—projects that invite movement, rhythm, silence, collaboration, and risk-taking. These experiences often engage students who may not see themselves as performers, yet thrive when theater is approached through sound, physical storytelling, and visual expression rather than memorization and lines.

You know I’ m a big advocate for theater and how it engages reluctant students. I’ve seen it connect students to their learning, some for the first time.   Theater arts projects like these expand how students define performance. Additionally, it helps them discover that theater isn’t just something they watch—it’s something they experience.

Beyond the Stage: Theater Arts Projects for Students and Breaking Bach

Beyond the Stage: Theater Arts Projects for Students

Recently, I saw a Reel on Instagram detailing this project and I was hooked right from the beginning.  Breaking Bach blends classical music with hip-hop movement, spoken word, and contemporary rhythm. While it may not look like “traditional theater,” it is rich with theatrical storytelling, character, and emotional expression. I knew from the minute I watched the Reel that once students saw it, they would love it immediately. Check it out here: Breaking Bach

For students, Breaking Bach becomes an invitation to respond creatively rather than perform perfectly.

Classroom connections for students:

  • Discuss how movement communicates emotion without dialogue

  • Create short movement pieces inspired by classical music in the style of Breaking Bach

  • Write a reflective monologue or poem responding to a musical selection

This type of project works especially well for students who feel intimidated by memorization or scripted performance.

If you’d like to teach Breaking Bach, check it out here:  Breaking Bach:  Hip Hop  and Classical Music Project

Beyond the Stage: Theater Arts Projects for Students and Mummenschanz

Beyond the Stage: Theater Arts Projects for Students

The Swiss theater company Mummenschanz uses masks, abstract shapes, and physical movement to tell stories—without speaking a single word. For students, this is a revelation: theater can exist entirely through body language and imagination. Check out Mummenschanz here.

Why students respond to this work:

  • Removes pressure to “say the right thing”

  • Builds awareness of physical storytelling

  • Encourages ensemble collaboration

Student project ideas:

  • In two person scenes, create characters using recycled materials

  • Perform short silent scenes focused on emotion or conflict

  • Explore how posture, tempo, and gesture change meaning

Mummenschanz-style projects are particularly effective for middle school students and reluctant speakers. Heard of Box Sox? Check out a 5 lesson resource including Mummenschanz here: Emergency Sub Plan Theater Around the World 

Check out this blog post about them: Creative Movement: Elementary and Middle School Teachers – Ready to Move?

Blue Man Group: Rhythm, Visuals, and Ensemble Performance

Beyond the Stage: Theater Arts Projects for Students

Several years ago, my husband and I used to sponsor school trips to New York City.  One of the students most favorite performances was of the Blue Man Group.  Blue Man Group blends percussion, comedy, audience interaction, and striking visuals into a theatrical experience unlike any other. Blue Man Group is  surprising and certainly unique!  Students immediately recognize that this kind of performance relies on timing, collaboration, and bold physical choices. Check out Blue Man Group here.

Classroom opportunities for students:

  • Create rhythm-based performances using found objects

  • Develop characters through costume, makeup, and movement

  • Explore safe, structured audience interaction

These projects help students understand that sound design, physicality, and visual storytelling are just as important as spoken lines.

Cirque du Soleil: Visual Storytelling Through Movement and Design

Beyond the Stage: Theater Arts Projects for Students

Cirque du Soleil blends acrobatics, music, movement, costume, and design into a highly theatrical experience. While Cirque performers are elite professionals, the true classroom value lies in how the company tells stories visually—often with minimal dialogue. Check out Cirque De Soleil here.

For students, Cirque du Soleil becomes a gateway into understanding how theater elements work together to create meaning.

Classroom connections for students:

  • Analyze how costume, makeup, and movement define character

  • Design a Cirque-inspired character using color, texture, and shape

  • Create short movement sequences that tell a story without words

  • Explore how lighting and music influence mood and emotion

Cirque du Soleil is especially useful when teaching technical theater concepts, visual storytelling, or ensemble movement, even when students never attempt acrobatics themselves.

Why Cirque Works So Well in the Classroom

It reinforces the idea that:

  • Theater is more than dialogue

  • Design choices are storytelling tools

  • Movement can communicate theme and emotion

Check out this unit if you are ready to teach about this incredible company: Cirque De Soleil Costume Design

Beyond the Stage: Theater Arts Projects for Students

Why Nontraditional Theater Projects Matter for Students

Projects like Breaking Bach, Mummenschanz, Blue Man Group and Cirque De Soleil expand how students define theater. They easily see that theater is more than just a play or musical.   These other companies allow students to:

  • Participate without memorization–probably a student’s number one worry is memorizing

  • Build confidence through movement and sound–students enjoy using movement, dance and sound–they are relatable

  • Collaborate in low-pressure, creative ways–working in small groups, students gain confidence and skills from others

  • Discover personal strengths they didn’t know they had–using movement, sound, and collaboration reveals students’ abilities that traditional performance sometimes hides.

For teachers, these projects are flexible, adaptable, and ideal for short units, interdisciplinary lessons, or days when a full script simply isn’t the best fit.

Final Thoughts

I’m always looking for ways to help teachers and reach students. I think you’ll find that when students experience theater beyond the stage, they begin to see performance as a form of communication rather than a test of talent. Nontraditional theater arts projects remind students that creativity has many entry points—and that every student belongs in the theater classroom. Read about how Theater Saved My Life.

Sometimes, the most meaningful performances happen when we step away from the script. We let students explore what theater can be. That’s when exciting things can happen for them that they do not expect. I hope this blog post, Beyond the Stage: Theater Arts Projects for Students gives you some ideas to use in your classroom.  That’s always my goal.  

Have you taught any of these forms of theater to your students?  I’d love to hear from you about them.  Contact me at DhcBaldwin@gmail.com  Or check out my book, We’re Live! Radio Theater #101

Photo Gallery of DramaMommaSpeaks
The Giver which I directed.

Afraid to Teach Devising Theater in Your Classroom?

By Leave a Comment

Afraid to Teach Devising Theater in Your Classroom?

Afraid to Teach Devising Theater in Your Classroom?

If the words “Let’s devise a scene!” make your students stare back at you like deer in headlights—you’re not alone.  Many teachers are afraid to teach devising theater in the classroom.  I, for one, understand! It can feel abstract or a little chaotic at first. To be honest, I felt that way, too. But once you learn how to guide it, devising becomes one of the most rewarding tools in your drama classroom.

In my forty years of directing and teaching, I’ve found that devising builds confidence, collaboration, empathy, and creativity faster than almost anything else we do. Students suddenly realize that they are the playwright, the designer, and the performer. They have ownership—and that’s where the magic happens. Until you try devising theater with your students, you won’t believe how much engagement is derived from it.

Let’s break down a clear, classroom-ready way to use devising theater with your students.

Afraid to Teach Devising Theater in Your Classroom?

Afraid to Teach Devising Theater in Your Classroom?

When I was in college, this might have be called a structured improv., although this is more comprehensive. Devising theater is the process of creating an original performance as an ensemble. Instead of beginning with a script, students generate material through improvisation, movement, images, personal stories, character exploration, or thematic prompts.

The script—and sometimes even the structure—emerges from the group’s discoveries. It’s part improv, part writing workshop, part ensemble building, and completely student-driven. That last part is a double edged sword.  Giving the students ownership of their theater piece is exciting.  However, on the other hand, it can be nerve wracking.

Afraid to Teach Devising Theater in Your Classroom?

Why Should Drama Teachers Teach Devising Theater?

Devising naturally supports:

  • Student ownership of ideas
  • Ensemble building and trust
  • Creative risk-taking
  • Collaboration and communication skills
  • Social–emotional learning
  • Cross–curricular connections (social studies, ELA, history, even science)

And best of all—students who don’t see themselves as “actors” often thrive here. In many ways, it is non-threatening and that’s a big plus for reluctant students.

Afraid to Teach Devising Theater in Your Classroom?

Step 1: Start with a Strong Stimulus

This is the most important phase, in my opinion.  A stimulus gives students something to respond to. This is the single best way to avoid chaos. Without it, the students have a tendency to float around from idea to idea never coming to a conclusion until it is usually too late. For example, one time I observed two boys play around with some fur pieces I’d put in a box.  Ever so often I’d remind them to focus on their scene. Their scene, they decided, was cavemen living in a cave. That’s as far as they progressed.  They were so distracted by the furs they never got it together.

You can use:

  • A piece of music--You might want to give them boundaries such as only using classical or film music. Lyrics can impede the creative process.
  • A short poem or quote–Suggest to them of ways they could work the poem into their piece.  Take it apart?  Chanting particular sentences?
  • A photo of a place, person, or moment in history–Prior to the project as a warm-up I’ve shown students a photo of an old woman and asked them to tell me who she was, where did she live, etc.  Teaching them to use their imagination and that nothing is wrong so long as we focus together, we will have success.
  • An object (keys, scarf, shoes, old letter)–Stress to them that an object can become something else in their piece.  Maybe it begins as a scarf and over time it becomes a slithering snake?
  • A theme (identity, fear, courage, community)–You may need to give them examples, discussing themes of movies or plays of which they are familiar.

Ask students:
What does this make you think, feel, or imagine?  They could jot down notes in a journal they created for this experience.

Let their responses guide the first round of improvisation. This shows them that all ideas are good ones, some more than others.

Afraid to Teach Devising Theater in Your Classroom?

Step 2: Use Simple Improvisation Structures

First, you need to keep improvisations short—under 60 seconds at first. Why?  Because it forces the mind to abbreviate one’s ideas and to focus on selecting the best parts of one’s ideas.

Try:

  • Tableaux sequences–You know I love a good tableaux!
  • Gesture chains-– Much like the game “When I go to California” without speaking
  • “Pass the Action” improv.–This is a little like the improv. exercise, “Yes, and..”
  • Character walks with internal monologue–So clever, the actor demonstrates what they are thinking through their walk
  • Short improv scenes with a single rule (only questions, only movement, no words, etc.)

Read more about my thoughts on improvisation here:  Improvisation in Theater:  Myth Versus Reality

These tiny explorations give you loads of raw material.

Afraid to Teach Devising Theater in Your Classroom?

Step 3: Collect the Best Ideas

This step is crucial. Have students pause, reflect, and gather:

  • Interesting images they created–either digitally or three dimensional
  • Lines of dialogue that emerged--jotting down the best ones
  • Characters or relationships that appeared–are they useful to our improv.?
  • Movements that felt meaningful–which ones and how so?
  • Themes that keep repeating--what do these themes mean in your piece?

I usually assign a student as the “scribe” or I jot everything on the board.

Patterns always emerge. Usually, someone in each group notices them. Encourage the group when you see them light on an idea. It may be outlandish and farcical at first, but give them time to percolate.

Afraid to Teach Devising Theater in Your Classroom?

Step 4: Shape the Material into a Structure

When I was in college, this might have been called a structured improv.  However, this is more comprehensive. Frankly, I like it much better!

Once you have enough ideas, help the ensemble choose a simple structure.

A word of advice here. It does not need to be complicated! I’d remind the students that they are just learning how to do this.  Perhaps awarding participation points instead of a grade might help to make this less stressful?

Examples:

  • A series of vignettes
  • A journey (physical or emotional)
  • A day-in-the-life
  • Flashbacks
  • Nonlinear moments around a central theme

Most importantly, students decide the order. Encourage them to look objectively at their work and not be afraid to move their ideas around within the piece.  This is when ownership soars.

Afraid to Teach Devising Theater in Your Classroom?

Step 5: Rehearse, Refine, and Repeat

This is where it becomes “real theater.”

Guide students to:

  • Sharpen their movement and vocal choices
  • Clarify transitions–these can be challenging for students
  • Add sound, simple props, or rhythm
  • Edit anything unclear or unfocused

Devising is drafting. Revisions are part of the process—and students learn resilience by improving their own material. I wouldn’t be opposed to seeing each group’s piece prior to showing the rest of the class.  Give them notes and see what they do with them.

Afraid to Teach Devising Theater in Your Classroom?

Step 6: Share the Work

A novice teacher might make this more than it is designed to be.  A performance doesn’t have to be big. It can be:

  • A showing for another class
  • A share-out circle
  • A taped performance
  • A small showcase for families

The goal isn’t perfection—it’s expression.

Students often surprise themselves with what they can create together.

Afraid to Teach Devising Theater in Your Classroom?

Tips for Successful Devising

As the teacher, your job is to say “yes, and” early and often.

  • Keep group sizes small (4–6 students). That way, everyone has some say in the project.
  • Celebrate the process, not the product.  It’s all about the process, NOT the product!
  • Model risk-taking yourself. This is tantamount to success with this unit.  In fact, I think we teachers should always model everything for our students.
  • Provide enough structure to feel safe but enough freedom to feel creative. Put up the day’s objective and discuss it before they begin each day.

Final Thoughts

To think that I was not familiar with devising theater when it was introduced to me.  Now it seems like it’s second nature.  Devising theater is one of the most powerful ways to help students develop artistic confidence, empathy, and collaboration.

At its heart, devising says: Your voice matters. Your ideas matter. The ensemble needs you.

And when students believe that, they grow—not just as performers, but as people.

How have you used devising theater in your classroom?  I’d love to hear about it.  Just comment here or email me at DhcBaldwin@gmail.com

Click here: We’re Live! Radio Theater #101

 

Readers Theater: The Secret Tool for Social Studies

By Leave a Comment

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

Support Theater Teachers with Amazon Wishlists

By Leave a Comment

Support Theater Teachers with Amazon Wishlists

Every year, dedicated theater teachers pour their own time and energy into their classrooms and production. The truth is, many of these teachers use their own money to build creative, engaging programs for their students. From props and costumes to lighting gels and scripts, the needs of a drama classroom can quickly add up. That’s why this year,  I am encouraging everyone to Support Theater Teachers with Amazon Wishlists—a simple yet impactful way to give back to educators who bring the magic of the stage to life.

If you’ve ever clapped for a school play or watched a student light up on stage, you already know how powerful theater can be. But here’s what most people don’t see—teachers digging into their own wallets to buy costumes, props, scripts, makeup, and even batteries for mics. Yes, I have too! 

Support Theater Teachers with Amazon Wishlists

Support Theater Teachers with Amazon Wishlists: A Little Help Goes a Long Way

When I put out a call to theater teachers with wishlists (wanting about twelve) I could include in this post, I was inundated with them!  That sent a signal to me right there.  Without a doubt, there are so many moving parts in a production and in a theater class, we have many needs. If that’s not enough–most of the time these teachers are the only theater teacher in their schools.  It’s lonely, believe me. In fact, most theater teachers make all their production decisions by themselves from selecting the year’s season to traveling to a state theater contest.

In one public school in which I taught, we were in desperate need of microphones and stage lights.  Without them, the students couldn’t be heard past the first row of seats.  Furthermore, you can forget creating mood when all your school cafetorium has are dimmer switches–ugh.  Luckily, several parents stepped up to fund these needs.

Support Theater Teachers with Amazon Wishlists

The Hidden Struggles Behind the Curtain

Once we had the technical equipment  which we needed, the quality of our productions grew.  More students became involved in productions.  Our audiences grew as well.  Can I credit all of this growth to the donations?  Nope, but I do know the growth and success made us feel like we counted and were seen.

Most theater programs are underfunded. Check out: Critical Steps in Producing a Play or Musical: Set Design just to see the needs of one production.  Or, read: Critical Steps in Selecting a Play or Musical: Budget & Royalties But you can change that—today—with just a few clicks to Amazon wish lists.

Support Theater Teachers with Amazon Wishlists

The Underfunding of Arts in Public Schools

In 2018, the American Academy of Arts & Sciences convened a Commission on the Arts to examine the state of arts education in the United States, and to assess the need for greater support. The Commission ultimately focused on the challenges of access to arts education in public schools.

Their report,   Art for Life’s Sake states, “Arts education is seeing a persistent decline in access. While 88% of Americans agree that arts education is an essential component of a well-rounded education, there has been a persistent decline in support for arts education, particularly in communities that cannot finance it on their own.”

It continues, “Americans understand the value of an education that includes the arts,” says Rutter, “but we as a nation have not established sustainable educational policies that make it possible for all students to receive the education they need.

John Lithgow, a past board member of the Kennedy Center for the Arts said,” We want every child to have access to music, paintings, writing, theater—all the arts—regardless of their socio-economic circumstances,” says Lithgow. All  American children should learn how to express themselves and to understand the ways in which others express themselves.”

In my opinion, I think the public doesn’t fully realize how arts education nurtures at-risk youth.  A study was conducted several years ago focusing on the impact of arts education in our schools. This NEA report, The Arts and Achievement in At-Risk Youth: Findings from Four Longitudinal Studies.

Support Theater Teachers with Amazon Wishlists

Empowering At-Risk Youth Through Arts Education

Their key finding? “Better academic outcomes — Teenagers and young adults of low socioeconomic (SES) status who have a history of in-depth arts involvement (‘high arts’) show better academic outcomes than low-SES youth with less arts involvement (‘low arts’). Students earn better grades and have higher rates of college enrollment and attainment.

  • Low-SES students who had arts-rich experiences in high school were ten percent more likely to complete a high school calculus course than low-SES students with low arts exposure (33 percent versus 23 percent).
  •  High-arts, low-SES students in the eighth grade were more likely to have planned to earn a bachelor’s degree (74 percent) than were all students (71 percent) or low-arts, low-SES students (43 percent).
  • In contrast, high-arts, low-SES students were 15 percent more likely to enroll in a highly or moderately selective four-year college than low-arts, low-SES students (41 percent versus 26 percent).
  • Lastly, students with access to the arts in high school were three times more likely than students who lacked those experiences to earn a bachelor’s degree (17 percent versus five percent).”

If that isn’t enough reason to support our arts teachers’ programs, I don’t know what is. For more details from this report, go to: NEA Research Report Shows Potential Benefits of Arts Education for At-Risk Youth

How to Help

I’ve gathered a list of Amazon wishlists created by hardworking, creative, often under-resourced middle school theater teachers. Plus, each one is filled with items they need right now—things that help students rehearse, perform, and grow through the arts.

You don’t have to fund a whole stage. Just pick something—anything—from their list. Whether it’s \$5 or \$50, your gift makes a real difference.

Support Theater Teachers with Amazon Wishlists

Middle School Teacher Amazon Wishlists

Here are theater teachers who could use your support this year.  I’ve listed them by state:

(Texas)– Shanon Grecco   View His Amazon Wishlist

(Texas)– Brandy Chapman  View Her Amazon Wishlist

(Texas) Heather Roberts  View Her Amazon Wishlist

(California) Katie McLaughlin Newbanks  View Her Amazon Wishlist

(Kansas)–Allison Pieschl-Wegerle  View Her Amazon Wishlist

(Texas) Britney Ring Meyers  View Her Amazon Wishlist

(Ohio)–Shayla Holloway  View Her Amazon Wishlist

(Iowa)–Curtis Cormell  View His Amazon Wishlist

(Iowa)–Alex McCarthy  View His Amazon Wishlist

(Washington D.C.)Briana Reynolds  View Her Amazon Wishlist

Support Theater Teachers with Amazon Wishlists

Six Reasons Why Your Donation Will Matter Greatly

  • They’re direct. You can see in real time just how your donation helped!
  • You know exactly where your money is going. Consequently, there is no feeling of “I wonder if my donation really helped?”
  • As I’ve pointed out, they’re needed.  Many citizens don’t realize the breadth and array of materials we need.
  • These aren’t extras—these are the tools students need to succeed.
  • Every single donation is a gift that lifts a burden and lights up a classroom or stage.
  • These donations are always appreciated.  Furthermore, teachers are thoughtful by nature and truly value the trust you place in them when you choose to help.

 

Support Theater Teachers with Amazon Wishlists

Not Ready to Donate? You Can Still Help

Sharing this post helps just as much! Pass it along to anyone who loves the arts, supports education, or believes every child deserves a creative outlet.

Remember:  When you complete teachers’ Amazon wish lists, you’re not just donating supplies. You’re building confidence, community, and creativity that will last long after the curtain falls.

From all of us who believe in the power of theater—thank you.

Click here:  https://weareliveradiotheater.com/

Deb

Support Theater Teachers with Amazon Wishlists
The Secret Garden