IMPLEMENTATION AT A GLANCE

 Choose Lesson→ Prepare → Introduce the Activity → Facilitate the Activity→ Reflect with Students→ Assess Behaviour→ Adapt Strategy

The most important principle is to start with the learning goal and use theatre as a tool to help students reach it.

1. GETTING STARTED

Before beginning, teachers should become familiar with the resources provided. Begin by looking through the lesson plans and activities and considering:

  • What subject or curriculum area does the activity support?
  • What learning objective does it address?
  • How much classroom time does it require?
  • What materials or preparation are needed?
  • What level of student movement or performance is involved?
  • Would the activity work well with the particular class?

Teachers are encouraged to start with activities that feel manageable and gradually introduce more complex theatre-based strategies as students become familiar with the approach. You do not have to use the toolkit from beginning to end. Activities can be selected based on the needs of your students and the content you are teaching.

 

2. CHOOSE LESSON/ACTIVITY

Start with the curriculum rather than the theatre activity.

Identify something students are currently learning or need to understand more deeply. In other words, a learning goal. Then select a lesson or activity from the toolkit that can help students explore that content.

For example, a teacher might use:

  • Role-play to explore different perspectives in history.
  • Tableau to represent a scene from a novel.
  • Improvisation to explore a social issue 

3. PREPARE FOR THE LESSON

Once a lesson or activity has been selected, teachers should review the activity carefully and prepare the classroom and students for implementation.

Before the lesson, consider:

Materials: Gather any props, character cards or other materials required for the activity (found in printable resource outline)

Classroom space: Determine whether students will need to move around, work in groups, or perform in a particular area of the classroom. Rearrange desks if necessary.

Student groupings: Decide whether students will work individually, in pairs, small groups, or as a whole class. Consider student dynamics when creating groups (this is also dependant on the activity)

Timing: Review how much time is needed for each part of the activity, including instructions, preparation, participation, and reflection.

Instructions: Make sure the activity instructions are clear and easy for students to understand. If the activity involves a theatre technique that students have not used before, plan to model or demonstrate it before beginning.

Teachers should also consider any adaptations that may be needed for their particular class. Activities can be adjusted based on students’ confidence levels, learning needs, classroom space, available time, and previous experience with theatre.

4. INTRODUCE THE ACTIVITY

At the beginning of the lesson, introduce the learning goal and explain how the theatre activity will help students explore it.

It is important that students understand that the activity is connected to what they are learning and is not simply an opportunity to “act” or “play.”

For example, the teacher might say: "Today we are going to use role-play to explore how different people may have experienced this historical event. By taking on different perspectives, we can develop a deeper understanding of the event and the people involved.”

Before beginning, explain the activity and establish expectations for participation.

Students should understand:

  • What they are expected to do.
  • Why they are doing the activity.
  • How much time they have.
  • Whether they will work individually or in groups.
  • What they will need to share or present.
  • How they should interact with and support one another.

When introducing theatre-based learning for the first time, teachers should reassure students that they do not need to be experienced performers. The purpose is to use theatre as a way of learning, exploring ideas, and communicating understanding.

5. FACILITATE THE ACTIVITY

Once students understand the activity, allow them time to explore and participate.

The teacher’s role is to guide the learning rather than control every aspect of the activity. Teachers can move around the classroom, observe student work, ask questions, provide prompts, and offer support when needed.

During the activity, teachers might ask questions such as:

  • What makes you think the character would respond this way?
  • What evidence supports your interpretation?
  • How could you show this idea without using words?
  • What might this person be thinking or feeling?
  • How does this connect to what we have been learning?
  • Is there another way you could approach this situation?

These questions encourage students to think critically about the content while they are participating in the theatre activity.

Teachers should allow students some freedom to make creative choices. There does not need to be one “correct” performance or interpretation, provided students can explain and support their choices.

6. REFLECT AND DEBRIEF

After the activity, bring students back together to reflect on what they experienced and learned.

The reflection is an important part of implementation because it helps students make the connection between the theatre activity and the curriculum.

Teachers can use questions such as:

  • What did this activity help you understand?
  • What did you notice?
  • Was there anything that surprised you?
  • Did taking on a particular role change your perspective?
  • What choices did your group make, and why?
  • How does this activity connect to our learning goal?
  • What did you learn from another group’s interpretation?

Reflection can take different forms depending on the lesson and available time. It could be a whole-class discussion, partner conversation, written response, journal entry, or exit ticket.

The goal is to move students from participating in the activity to thinking about what the activity helped them learn.

7. ASSESS STUDENT LEARNING

Theatre-based activities can provide teachers with opportunities to assess student understanding in different ways.

Assessment should focus on the learning goal rather than students’ acting ability.

Teachers can look for evidence of learning through:

  • Student discussions.
  • Group work.
  • Performances or presentations.
  • Written reflections.
  • Student explanations.
  • Responses to questions.
  • Exit tickets.
  • Observation during the activity.

For example, if the learning goal is for students to understand a character’s motivations, the teacher can assess whether students are able to explain those motivations and support their ideas with evidence from the text.

Theatre therefore becomes another way for students to demonstrate what they know and understand.

8. ADAPT AND REFLECT

After completing the lesson, teachers should consider how the activity worked for their particular class.

Ask:

  • Did the activity support the learning goal?
  • Were students engaged and participating?
  • Did students understand the purpose of the activity?
  • Were any students hesitant to participate?
  • Did the activity take the expected amount of time?
  • What worked particularly well?
  • What would I change next time?
  • Does the activity need to be adapted for this class?
  • Could the activity be extended or revisited?

Teachers are encouraged to adapt activities based on their experience. THIS TOOLKIT IS FLEXIBLE! 

A lesson may work differently with different groups of students, and making adjustments is a normal part of implementation.

Over time, teachers can become more comfortable selecting, adapting, and combining theatre-based strategies within their existing teaching practice.

9. REPEAT AND BUILD CONFIDENCE

Theatre-based learning can be introduced gradually. As confidence increases, teachers can introduce activities that involve greater creativity, collaboration, movement, role-play, or performance.

The aim is for theatre-based learning to become a practical option that teachers can draw on whenever it can support their students’ learning.

The toolkit can therefore be used repeatedly throughout the school year, with teachers selecting different activities according to their curriculum, learning goals, and students’ needs.