youth theatre

Black Theater Artists to Explore: Beyond the Famous

February 9, 2026 By dhcbaldwin 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!

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.

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.

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.)

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.

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

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

Link: Amazon.com

How to Teach Research in Drama Class the Easy Way

January 21, 2026 By dhcbaldwin Leave a Comment

I’ve taught drama long enough to see the pattern—students come alive during movement, voice, and collaboration, but hesitate when it’s time to open a book or dig into background research. How to Teach Research in Drama Class the Easy Way grew out of that exact challenge, offering ways to turn research into a creative tool rather than a roadblock. The most meaningful research your students will ever do can happen while they are designing a set, building a character’s backstory, or discovering why a playwright made a certain artistic choice.

This post is for drama teachers who want their students to think like theater artists, not worksheet completers.

What “Arts Research” Really Means in Drama

When we talk about research in a drama class, we’re not talking about term papers. (Aren’t we all relieved?) We’re talking about students learning to:

Investigate who created a piece and why
Explore historical, artistic, and production context
Analyze design and performance choices
Make creative decisions based on evidence

In professional theater, every actor, designer, and director researches before they ever step into rehearsal. Onr of my favorite videos is one about the choreography in The Outsiders musical.

The Broadway musical’s choreography (by Rick Kuperman and Jeff Kuperman) leans heavily into physical storytelling. Instead of flashy, traditional musical theater dance, the movement feels grounded, gritty, and character-driven — much like the novel itself. The ensemble often moves as a collective body, showing the tension between the Greasers and the Socs through posture, spacing, and physical levels rather than words alone.

One of the most talked-about elements is how the choreography blends stage combat, gesture, and balletic movement, especially in moments like the rumble. The fight sequences aren’t just about action — they’re carefully shaped to reveal power, fear, loyalty, and class division. Even stillness is used as choreography, with characters freezing (tableau) or isolating themselves in space to highlight emotional shifts.

High school students are often drawn to The Outsiders because its bold movement and confrontational moments invite discussion about how violence, loyalty, and social class are represented through performance rather than just dialogue.

1. Research Through Character, Not a Report

Instead of assigning “Write a paragraph about this character,” try reframing research as discovery work.

Classroom Strategy

Have students create a one-page “Character Research File” that includes:

Time period and social setting
Personal history (What happened before the story begins?)
Relationships and power dynamics
One real-world comparison or historical connection

Then, ask them to perform one choice that came from their research. For example, if they choose time period ( such as the 1920s) and social setting, they could demonstrate the time period through dance, pantomime and movement.

Now the research has a purpose. I think everyone thrives and is inspired when there is a purpose in a learning objective.

How to Teach Research in Drama Class the Easy Way — BrandonDavis.com

2. Design-Based Research (Set, Costume and Sound)

Design is one of the easiest ways to sneak research into drama class—because students already love it. Check out this blog post: The Five Reasons Your Students Will Love Set Design

Set Design

Research real locations, architecture styles, or historical spaces
Justify design choices with evidence

For example, in a 2000s New York City setting, the color palette often leans toward cool, industrial, and artificial tones—grays from concrete and steel, black asphalt, bright neon signage, LED blues, and the sharp whites of storefront lighting. These colors reflect a fast-paced, urban environment shaped by technology, advertising, and modern architecture.

By contrast, a Native American community in the 1800s would be represented through earth-based, natural colors—warm browns, clay reds, soft tans, sage greens, sky blues, and muted yellows drawn from the landscape, natural dyes, and materials like hide, wood, and woven fibers. These tones connect visually to the land, seasons, and cultural traditions rather than manufactured light and modern industry.

Students could create design boards displaying both and share their opinions with the class in a formal assessment.

Costume Design

Explore clothing styles by era or culture
Explain how color, fabric, and shape communicate character

Color, fabric, and shape act as visual storytelling tools.
Color can signal emotion or status—dark tones often suggest power or conflict, while lighter colors can suggest innocence or calm. Fabric reflects lifestyle—heavy materials like denim or wool hint at physical work or toughness, while light, flowing fabrics suggest comfort or wealth. Shape reveals personality—sharp, structured silhouettes can feel rigid or authoritative, while soft, rounded shapes feel open or vulnerable.

Together, these choices help students explain not just what a character wears, but what it tells the audience about who they are.

Sound & Foley

Research how sound effects were created in classic radio theater
Test and compare materials for realism

You’ll hear students say things like:

“I chose this because I found out that…”

That’s research happening naturally. Plus, it’s less stressful. We want every students to feel comfortable in our classroom.

3. Musical Theater as an Arts Research Goldmine

Musicals are packed with built-in research opportunities.

Students can explore:

The composer and lyricist’s background
The source material (novel, play, memoir, or folklore)
The time and culture in which the show was created
Why certain themes still resonate today

One reason certain themes remain powerful in musical theater is that they mirror challenges students still face today. Take the theme of belonging—from West Side Story to The Outsiders to Dear Evan Hansen, characters struggle to find their place in a group, a family, or a community.

Even as settings and music styles change, the core question stays the same: Where do I fit? That emotional throughline keeps these stories relevant, allowing each new generation of students to see their own experiences reflected on stage. If you’d like pick up study guides of these musicals through my store: Dramamommaspeaks

Try This

Have students answer one guiding question before performing or reading:

“What did the creators want the audience to feel, and how did their artistic choices help make that happen?”

Suddenly, students are researching like directors, not students.

4. Research Through Voice: Radio Theater & Tableaux

Some students freeze when they’re asked to “act.” We’d all agree we don’t want that for them. However, research gives them a different entry point.

Radio Theater

Research how early radio performers used voice and sound
Compare modern audio storytelling to classic broadcasts

Modern audio storytelling—like podcasts and streamed audio dramas—uses layered sound design, digital effects, and intimate microphone work to create a cinematic feel. While classic radio broadcasts relied on live Foley effects, simple music cues, and strong vocal performance to spark the listener’s imagination. Both approaches tell stories through sound, but the tools and technology shape how the audience experiences the world being created.

By the way, I’d advise you to add radio theater to your lesson plans. You simply can’t go wrong with it. Check out this post: Top Reasons Teachers Succeed With Teaching Radio Theater

Tableaux

Let’s say you have a group of students with diverse learning needs. Remember, everyone can find a home for themselves in theater. We just have to help them find their happy place. Students who need differentiation always shine in demonstrating tableaux.

Research historical photos or artwork
Recreate the moment using frozen images

These approaches let students show what they learned instead of writing it.

5. Turning Research in Drama Class Into Reflection, Not Recitation

Instead of multiple-choice questions, try reflection prompts like:

What surprised you during your research?
What choice would you change if you were directing this piece?
What does this story say about the time it was created?

Reflection turns information into understanding. Additionally, reflection is non-threatening and something most students can learn to use in everything they do. If nothing else, teaching them to reflect after attending a play or musical encourages them to think long after the curtain has gone down.

A Simple Structure You Can Reuse All Year

I do my best to keep my lessons simple in nature for a teacher to teach. Here’s a “research in drama class” teacher-tested flow you can use with research in drama class with almost any drama lesson:

Explore – Introduce the play, musical, or concept
Investigate – Students research one focused question
Create – Students apply what they learned
Share – Perform, present, or display
Reflect – Discuss what the research changed

This keeps research active, not passive.

Why This Matters for Reluctant Learners

You know you are reaching your objectives when students research for a creative purpose, they stop asking:

“How long does this have to be?”

And start asking:

“Can I change this idea?”

It often begins with a simple shift in thinking. When a student starts asking, “Can I change this idea?” that question alone signals that research is doing its job. It has sparked curiosity, reflection, and ownership of the work. Rather than looking for a single “right answer,” the student is weighing possibilities and making informed choices. You will find that your gifted/talented students will groove on coming up with a unique idea. It always occurs.

This is where differentiation becomes essential. Some students may explore through reading and note-taking, others through images, movement, or discussion. By offering multiple pathways into the same concept, you allow every learner—regardless of ability or confidence level—to engage meaningfully and move the idea forward in their own way.

That’s when learning sticks and it’s exciting!

Research in Drama Classroom Takeaway

Remember, research in drama doesn’t belong in a packet.

It belongs in:

Design boards
Actor notebooks
Sound tables
Director’s notes
And student performances

When students see themselves as artists-in-training, research becomes part of the process—not a chore.

If you’re looking for ready-made lessons that combine arts research, close reading, and creative application, many of my Dramamommaspeaks musical study guides and radio theater units are designed with this exact approach in mind.

Have you assigned research type projects to your students? What did they select? How did it go for them? I’d love to hear your thoughts. Contact me at DhcBaldwin@gmail.com

Deb

Working with students at Presser Performing Arts Center

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

Why Drama Circles Work in the Elementary Classroom

November 21, 2025 By dhcbaldwin Leave a Comment

Why Drama Circles Work in the Elementary Classroom

“How Drama Circles work in the Elementary Classroom” is a topic that’s close to my heart—mostly because you are far “more fortunate than I ever was. When I began teaching, I had absolutely no resources for the theater classes I taught. I was constantly tweaking college-level acting lessons for my very young students. Not the best idea…

But lucky you! After thirty-eight years (and then some), I’ve perfected my lessons to help you. Drama teachers have known for decades that movement, imagination, and storytelling help students learn. But what if you could combine all of those elements into a simple, low-prep activity that works in any classroom? Plus, you were relegated to using a stage? There’s the secret sauce!

Enter: Drama Circles.

Drama Circles are quick, engaging activities which invite students to take turns acting out prompts, exploring characters, and stretching their creativity in a structured, supportive way. Best of all, drama circles require no costumes, no rehearsals, and no performance pressure. All you need is a printed set of cards (or a list of prompts) and a group of students ready to have fun.

What Is a Drama Circle?

To begin, a drama circle is a simple activity where students stand or sit in a circle, draw a prompt, and act it out for the group.

The prompts can focus on:

Movement–“You are a squirrel trying to teach a walnut too far out of your reach.”
Vocal expression–“You are a gruff, old bear looking for berries to eat before you hibernate.”
Characters–“You are a grandmother who has proudly made the Thanksgiving turkey for the family only to find its burned.”
Emotions--“You are a clown who doesn’t know how to juggle.”
Seasonal themes–” You are one of the elves and you accidentally wrapped yourself up in the package you were wrapping.”
“Curriculum concepts–“You and your friend show us a tableau of scene from Red Riding Hood.”

It’s worth noting, that the beauty of drama circles is that they allow every child to participate at their comfort level. In addition, they encourage bold choices and imagination.

Why Drama Circles Work So Well for Elementary Students

Drama circles align beautifully with what elementary learners need:

1. They support whole-body learning.

Young children make meaning through movement. To that end, drama circles channel wiggles productively while strengthening coordination, spatial awareness, and expressive movement. Check out this blog post for more information about movement: Creative Movement: Elementary and Middle School Teachers – Ready to Move?

2. They build confidence.

Drama circles even nurture shy children to take risks. Because students “perform” only for their classmates in a casual, low-stakes manner. One prompt at a time is far less intimidating than performing a whole scene.

3. They promote speaking and listening skills.

Every prompt becomes an opportunity for students to practice pacing, volume, and clarity. These are all important communication skills that support reading fluency. Check out this post for more information about reader theater: Unveiling Reader’s Theater: What You Never Knew

4. They encourage creative thinking.

A simple prompt like “Walk as if you’re on the moon” sparks imagination, problem-solving, and character interpretation. Pick up this drama circle is you really want to stretch your students’ imagination! Drama Circle Lost in Space: The Star Voyager Chronicle

5. They strengthen classroom community.

Laughter, shared creativity, and positive peer feedback help build trust among students. Drama circles make classrooms feel safe and joyful. Check out this article on how laughter leads students to learn.

How to Use Drama Circles in Your Elementary Classroom

Drama circles are incredibly versatile. Here are several ways teachers can integrate them seamlessly into the school day.

1. Use them as a warm-up activity.

Start your morning meeting or ELA block with a few prompts to energize your students. It sets a positive tone for the day.

2. Add them to transitions.

A two-minute elementary drama circle between subjects helps refocus brains after worksheets or independent work. This is such a great idea! Check out this FREE drama circle: Drama Circle Winter Holidays

3. Use them as brain breaks.

Instead of turning to YouTube videos, let your students act out “Ride a roller coaster!” or “Be a sleepy dragon waking up.”

4. Tie them into seasonal celebrations.

Holiday-themed drama circles (like Thanksgiving, Winter Holidays, or Valentine’s Day) make festive weeks more manageable while keeping students on-task. Here is one for Thanksgiving: Drama Circle Thanksgiving Theme

5. Use them in literacy instruction.

Warm ups for kids through drama circles help students explore:

Character traits–“Show us you are proud of yourself having run the race.”
Emotion vocabulary–“Show us you are laughing hysterically at your friend.”
Setting–“Show us you are sitting near a mountain creek with your feet dangling in the freezing cold water.”
Action verbs–“Show us you are carrying heavy groceries into your house.”
Dialogue delivery–“Show us by saying this sentence in an unusual manner–Close the door.” (I’ve used this one for years.)

They’re also a great way to introduce reader’s theater or creative writing.

6. Substitute Plans Made Easy

Left with a day’s notice? Drama circles in the elementary classroom require almost no explanation. Plus, they work perfectly as a structured, engaging sub activity. Because you can do so many activities with them, a substitute will feel at ease using them, especially if they are not a drama teacher.

Tips for Successful Drama Circles

Here are a few tricks I used for 38 years in the drama classroom—and they work beautifully in elementary settings:

✔ Keep prompts short and clear.

Elementary students respond best to simple phrases they can interpret creatively.

✔ Model the first prompt.

A quick demonstration helps them understand there are no “right answers.” This is essential in any situation!

✔ Encourage big choices.

Tell students, “Make it bigger than you think!” They’ll surprise you.

✔ Celebrate every attempt.

Applause, snaps, and positive comments build a feeling of success for all students. Here’s the importance of applause. Why Do We Clap at the Theater?

✔ Offer adaptation options.

Let anxious students perform with a partner, freeze-pose their prompt, or describe what they would do.

Drama Circles Fit Everywhere

Whether you teach in a traditional classroom, a drama room, or a homeschool environment, drama circles are a joyful way to build creativity, communication, and confidence. They’re easy to implement. Drama Circles require virtually no prep, and ignite the kind of imaginative play that elementary students love. Who doesn’t love that?

If you’re looking for ready-to-print drama circles—seasonal themes, holidays, character challenges, and more—I have a growing collection created specifically for the elementary classroom. First and foremost, they’re classroom-tested and developmentally appropriate. Plus, they are designed by a veteran drama teacher who believes learning should be joyful.

Why is a growing bundle a good deal? Because if you get in now, you will receive every new drama circle I add to it for FREE! (And as this bundle grows, the price will go up for new buyers.) You can check them out here: Drama Circle Growing Bundle

I hope you will take me up on using drama circles in the elementary classroom. Honestly, they will not disappoint you. You will be astounded at how quickly your students pick up the directions and engage!

Have you used drama circles in your elementary classroom? I’d love to hear how they have worked for you. Feel free to email me at DhcBaldwin@gmail.com

Deb

Photo Gallery of DramaMommaSpeaks — Directing

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

September 27, 2025 By dhcbaldwin Leave a Comment

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

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

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

Why Interests Matter as Much as Skills in Theater Class

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

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

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

1. Theater Is Already a Blend of Art Forms

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

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

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

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

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

Fresh Energy from Exploring New Arts

2. A Cure for Creative Ruts

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

3. Building Empathy and Respect

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

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

4. Cross-Training Makes Stronger Artists

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

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

5. Teachers See Hidden Strengths

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

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

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

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

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

5 Affordable Set Pieces for Theater Departments

August 19, 2025 By dhcbaldwin Leave a Comment

5 Affordable Set Pieces for Theater Departments

Welcome! If you’ve arrived at my blog because you are building a theater program in your school, I’m glad you did so. Today, let’s talk about 5 affordable set pieces for theater departments.

Oh, gosh, I’ve been there. Infact, I’ve created several programs for schools and community theaters in Colorado and Missouri. Check my resume here if you’d like more information about me: Teaching Resume. Starting a drama program is exciting—but it can also feel overwhelming when budgets are small and storage space is limited. The good news? You don’t need elaborate sets or expensive rentals to create engaging productions. With just a handful of versatile set pieces, you can stage nearly any play, rehearse effectively, and stretch your students’ creativity.

Here are five must-have set pieces every beginning drama department can afford, build themselves, and use in countless ways. Plus, I’ve included a bonus piece borrowed from the ancient Greeks. I’ve built every one of these set pieces several times, so you know I think they are essential.

5 Affordable Set Pieces for Theater Departments

1. Rehearsal Boxes (Stage Cubes)

Why: The ultimate multitaskers. Rehearsal cubes can become chairs, tables, steps, beds, or thrones—and they’re indispensable for rehearsals.
DIY Factor: Build from plywood or MDF, paint them black for neutral use, and stack for multiple levels.
Uses: Furniture, platforms, or even makeshift scenery.

Here’s a Youtube video that demonstrates how to build these gems: Learn to Build Actor Boxes

2. Folding Flats (Walls That Go Anywhere)

Why: A basic flat is the backbone of any set. Just a couple can suggest endless locations.
DIY Factor: Create wooden frames covered with muslin or luan. Add hinges so they fold flat for storage.
Uses: Interior or exterior walls, doorways, murals, or projection screens.

These flats are made of wood. Usually, mine are covered with muslin just like we’ve used for many years. If you want to learn how to build a flat, go to: Stage Flat

Credit: https://buildersvilla.com

3. Platforms (Add Instant Levels)

Why: Theater becomes more dynamic when actors are on different heights. Platforms give depth and variety to any scene.
DIY Factor: Build 4×4 or 4×8 framed platforms topped with plywood. Keep them modular so you can reconfigure as needed.
Uses: Stairs, balconies, podiums, risers, or stages-within-a-stage.

4. Freestanding Door Frame

Why: Nothing transforms a bare stage like an entrance. A door instantly suggests place and purpose.
DIY Factor: Build a sturdy wooden frame and mount a lightweight door. Keep it neutral so it fits multiple shows.
Uses:Entrances/exits for comedies, farces, haunted houses, or realistic dramas.

Doors and door frames are gold. They do have go be built correctly, however. If they are not, they will always be an issue for you. If I was going to pay anyone to build something for me, I’d have someone built door frames and hang doors form.

Versatile Set Pieces: Tables and Chairs for Any Scene

5. Basic Table and Chairs

Why: The simplest set pieces are also the most used. A table and chairs can set dozens of scenes.
DIY Factor: Thrift store finds work beautifully. Refinish or paint them for versatility.
Uses: Dining rooms, courtrooms, offices, cafés, classrooms—the possibilities are endless.

During certain points in my career, I had access to a six feet long wooden table and bentwood chairs. These are priceless! You can use them in many ways whether for a dining room scene such as in The Miracle Worker, or the kitchen table in the annex of The Diary of Anne Frank. Additionally you can use the chairs by themselves for two person scenes, etc.

Credit: //hstech.org

Bonus: Periaktoi (The Ancient Secret Weapon)

Why: Straight from ancient Greek theater, a periaktos is a three-sided flat mounted on a pivot. Spin it, and the scenery changes instantly! Perfect for schools with limited time and budgets.
DIY Factor:Construct tall triangular prisms with lightweight lumber and luan. Paint each side with a different setting—brick, sky, wallpaper, forest, etc.
Uses:Rotate between three locations in seconds. Ideal for one-acts, student-designed shows, or productions with quick transitions.

Whenever I begin a drama program or summer camp for someone, we always build periaktois. Most theater groups are unfamiliar with them and they various uses. They take time to build but are worth their weight in gold. You can’t go wrong with them!

What if I have no carpentry skills and neither do my students?

Sometimes a teacher has the skills to build their own set. In my case, my wonderful husband builds them for me. However, sometimes he was unavailable to build, so, I’ve put a word out to parents volunteers to help build our sets. Usually, a group of fathers (and even grandfathers) would show up on a Saturday morning, I’d feed them donuts (that made them smile) and they’d build what I needed. You can do that, too!

Another way to design the set is by the use of fabric. When I directed The Giver at the Fine Arts Guild of the Rockies, I hung various colors of gray fabric from the battens. It was a super way to pull the focus to the center and give mood. Check out this blog post if you’d like to know about producing The Giver: The Reasons I Love The Giver Play

Teacher Benefits

Here’s some advice: You simply must defend your program and its need for funds. Consequently, you should have a meeting with your administration and department chair. If you’d like, use this blog post to defend your needs.

Saves Money: Build once, reuse for years.
Encourages Creativity:Students learn to think outside the box when transforming simple pieces into new settings.
Teachable Moments: Building these pieces doubles as a tech theater lesson.
Space Friendly: Most pieces stack or fold for easy storage.
Endlessly Versatile:From Shakespeare to contemporary plays, these pieces adapt to any production.

Last thoughts

To be honest, I think it’s a good thing for our students to see you being creative with what you have in your stock. Too many times we are a throw away society–but by using these materials over and over in various configures, you are teaching them to be inventive and clever.

Lastly, you don’t need a giant scene shop or a massive budget to produce creative, polished shows. Start with these 5 affordable set pieces for theater departments—rehearsal boxes, flats, platforms, a door, and furniture—and add periaktoi for a touch of theatrical magic. With just these few items, your drama department can bring almost any story to life.

Want more budget-friendly tips for building your drama program? Join my newsletter for free resources, classroom-tested ideas, and exclusive discounts. This one is a free lesson about Audra McDonald!

If you are looking for set design units, check out: Set Design High School and Set Design Middle School.

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

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Camille A. Brown: Movement as Narrative

Robert O’Hara: Reimagining Classic Forms

Simple Ways to Bring These Artists Into Your Drama Classroom

Final Thoughts

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Afraid to Teach Devising Theater in Your Classroom?

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Step 5: Rehearse, Refine, and Repeat

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

Why Interests Matter as Much as Skills in Theater Class

Fresh Energy from Exploring New Arts

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5 Affordable Set Pieces for Theater Departments

5 Affordable Set Pieces for Theater Departments

Versatile Set Pieces: Tables and Chairs for Any Scene

What if I have no carpentry skills and neither do my students?

Teacher Benefits

Last thoughts

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