Learning Drama An overview – Safe Practice is of paramount importance

The physical safety and emotional well-being of students is actively considered in planning and delivering the drama learning program. For example, students are adequately warmed up before drama activities; activities are constructed that do not place students at physical risk; equipment use is based on appropriate training and safety practice; similarly, the emotional well-being of students is safeguarded and dramatherapy and psychodrama are not included in the programs.

Programs articulate and apply ethical standards and values.

Physical safety

Drama is physical. It is active rather than passive. It is requires centring, physical support and sustained effort.

As a physical activity, students need to physically warmup and prepare for drama activities. At the end of drama activities, there is a corresponding need for “warming down”. Just as physical education teachers need to design programs for their students that ensure that muscles and bodies are prepared to take on physical activity, so too should drama teachers. In fact, it is a health and safety requirement for teachers to ensure that students do not engage in physical activity without appropriate warmups.

Care of the Voice

Use of the voice is a physical activity. Students need to support their voices through appropriate breathing and support. They need to warm up their voices before they use them. They need to avoid abusing their voices by placing unnecessary strain or undertaking inappropriate activities with voices.

Emotional safety and well-being

Drama is also a mental, emotional and cognitive process requiring focus and concentration. When students come to drama classes, they have come from a variety of different places and frames of reference. Part of the role of the teacher is to ensure that students are focussed on the drama. Similarly, at the end of the lesson, there is a similar need to debrief students and send them to their next class in a calm and suitable frame of mind, having left behind the demands of drama.

Of particular concern to teachers must be the emotional and mental well‑being of their students. Drama must be a safe place; it needs to be ethical, considerate and caring. Effective focus is part of building the belief in this safe environment.

While there is a use for drama as therapy in clinical and institutional settings, Drama in schools does not include Psychodrama. Teachers are urged to avoid drama practice that damages or exploits the emotional wellbeing of students or others.