teaching strategies

Beyond the Stage: Theater Arts Projects for Students

January 6, 2026 By dhcbaldwin 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

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

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

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

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

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?

December 4, 2025 By dhcbaldwin Leave a Comment

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?

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.

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.

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.

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.

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.

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.

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.

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.

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

November 7, 2025 By dhcbaldwin 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.

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.

✅ 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.

✅ 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.

✅ 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.

✅ 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?

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

July 25, 2025 By dhcbaldwin 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: 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.

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.

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.

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.

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

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.

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

Creative Dramatics for Tweens: Build Confidence First

July 9, 2025 By dhcbaldwin Leave a Comment

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?

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.

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.

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.

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

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

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.

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

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.

Easy-to-Use Middle School Drama Lessons: Volume 1

June 25, 2025 By dhcbaldwin Leave a Comment

Easy-to-Use Middle School Drama Lessons: Volume 1

My second year of teaching — School photo of my second year of teaching

Today, let’s talk about easy-to-use middle school drama lessons, volume 1, shall we? I bet you’d agree with me–teachers are conscientious people. We are like a dog with a bone–we just don’t give up. When I began teaching, my first three years of teaching (English) were exhausting and challenging. In fact, I had never student taught the subject. Plus, I was on my own trying to understand the scope and sequence pacing.

Back then, we did not have mentor teachers. A nice, equally young teacher gave me a huge tome complete with English department standards with outcomes expected by grade level. It was filled with jargon which I had to translate into laymen terms before I could even consider teaching them! Talk about overwhelm. However, I never gave up and learned tons from teaching English for those three years.

From Grad School to the Classroom: What Really Works with Middle Schoolers

Time went by and I survived those first years of teaching. Later, when I began teaching a pre-elective drama class for middle schoolers, I had just finished my M.Ed. in Creative Arts Learning. It was perfect timing—I ended up using so many of those teaching methods in the classroom right away.

What I learned over many years is that middle school students need variety and short bursts of learning. Of course, it’s good if it’s fun, too. (Trust me, here. My students and I laugh a lot in a class period.) Looking for a play to direct? Check out: 8 Middle School Plays That Work Every Time

My lessons generally followed this pattern:

warm up (15 mins.)
teacher lesson (10 to 20 mins.)
student application (15 mins.)
cool down, exit slip, etc. (5-10 mins.)

What’s Inside Volume 1?

Even though this was a pass/fail class, I had the opportunity to teach as much or as little theater information as I liked. The principal left it up to me which was gratifying to way the least. Also, I taught them the rudimentary concepts of stage geography, stage positions, blocking positions, acting positions, and movement. Most youth theater and school theater programs focus on the actor. I knew that the concepts of stage orientation would be needed no matter what program or class they enrolled in next time.

Hooked from the Start: Building Excitement and Ownership in Drama Class

Additionally, students learned about the origin of theater (did it begin through myth or ritual?). We had lively debates discussing their opinions. By establishing the class with this resource, a teacher can put their students in the driver’s seat right off the bat. They learn that their opinions count!

Always I kept it in mind that I wanted my students to enroll in another drama class after mine. Most importantly, I wanted them to leave my class so in love with theater arts they couldn’t wait to learn more about it.

Why Teachers Love It

It is not out of the ordinary for me to receive a positive review. I’m thrilled that I helped a teacher!

“My students loved this unit for my theater class. I have always struggled on how to teach set deisng in this class and your presesntation took me step by step through the procerss! Plus, I was able to modify it for my Behavior Theater class who loved the hands on aspects of this unit. ”

“Thank you for the teacher’s script and details. YOu could easily print and use this in your classroom immediately. SO MUCH DETAILS and SO MANY OPTIONS! I can use it all or in pieces as time allows. Thank you.”

My Favorite Lessons in the Volume

One of my favorite units to teach is set design. Students enjoy it because it’s concrete. It’s not that scary acting/ emotion stuff! Plus, I focus on fairy tales as the theme. When I first began teaching this unit, fairy tales hadn’t become as popular as they are at present. In fact, some students weren’t even familiar with the story of The Three Little Pigs!

However, now that fairy tales are popular in television and film, students nearly jump at the opportunity to create their own set for whatever fairy tale story they choose. The unit includes titles such as Cinderella, Little Red Riding Hood or Jack and the Beanstalk.

In addition, I enjoy teaching about Kamishibai Storytelling. If you are unfamiliar with Kamishibai, you’ll enjoy how well it works in the classroom. Got shy students? You can encourage to break out of their shell through this unit. First, you’ll put your students into teams of two to create their stories. They draw their story and finally they perform them in tandem. Talk about win-win!

How to Use It Throughout the Year

Have you picked up a copy of my Scope and Sequence resource of drama lessons? It’s free to you and will give you a comprehensive and organized plan. You can find it here: Scope and Sequence, Vol. 1.

When you pick up the scope and sequence guide, you’ll notice that I suggest beginning the learning with the basic components of theater. They include tableaux, movement, sound effects, improvisation, movement, etc. Furthermore, there is time for designing a set and costumes, too. I’ve included everything a teacher may need from teacher’s scripts (so you know what to say) to procedures (with time stamps) to warm-up exercises, live video clip links and a rubric or two.

So, there you have it! I hope you’ll grab Volume 1 here to take the guesswork out of teaching drama! Or…buy Volume 1 and 2 here: Bundle Volume 1 and 2 Middle School

Looking for more? Check out my new book, We’re Live! Radio Theater #101–all about how to use radio theater to engage students in any classroom.

Got a question or request? Just email me at DhcBaldwin@gmail.com. I’d be happy to help you!

P.S. If you all ready own these, check out volume 3! It’s brand new: BUNDLE MIDDLE SCHOOL CURRICULUM VOLUME 3

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

teaching strategies

Beyond the Stage: Theater Arts Projects for Students

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

Beyond the Stage: Theater Arts Projects for Students and Mummenschanz

Blue Man Group: Rhythm, Visuals, and Ensemble Performance

Cirque du Soleil: Visual Storytelling Through Movement and Design

Why Cirque Works So Well in the Classroom

Why Nontraditional Theater Projects Matter for Students

Final Thoughts

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Afraid to Teach Devising Theater in Your Classroom?

Afraid to Teach Devising Theater in Your Classroom?

Why Should Drama Teachers Teach Devising Theater?

Step 1: Start with a Strong Stimulus

Step 2: Use Simple Improvisation Structures

Step 3: Collect the Best Ideas

Step 4: Shape the Material into a Structure

Step 5: Rehearse, Refine, and Repeat

Tips for Successful Devising

Final Thoughts

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Readers Theater: The Secret Tool for Social Studies

Why It Works

✅ 1. Readers Theater Builds Historical Empathy

✅ 2. It Gives Voice to Multiple Perspectives

✅ 3. It Supports ELLs and Struggling Readers

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

✅ 5. It Encourages Collaboration and Critical Thinking

How Readers Theater Turns Passive Readers into Powerful Thinkers

✅ Ideas for Using Readers Theater in Social Studies

✅ Final Thoughts

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Support Theater Teachers with Amazon Wishlists

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

The Hidden Struggles Behind the Curtain

The Underfunding of Arts in Public Schools

Empowering At-Risk Youth Through Arts Education

How to Help

Middle School Teacher Amazon Wishlists

Six Reasons Why Your Donation Will Matter Greatly

Not Ready to Donate? You Can Still Help

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Creative Dramatics for Tweens: Build Confidence First

What Is Creative Dramatics?

Why Traditional Drama Doesn’t Work Right Away

How Developmentally Appropriate Drama Builds Success

What Creative Dramatics Offers Instead

Why Creative Dramatics Works for Every Student

What It Looks Like in Practice

When to Introduce Scripts

Final Thoughts

Where Confidence Begins: Creative Dramatics

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Like this:

Easy-to-Use Middle School Drama Lessons: Volume 1

From Grad School to the Classroom: What Really Works with Middle Schoolers

Hooked from the Start: Building Excitement and Ownership in Drama Class

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