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As a drama teacher I believe you hold the responsibility of shaping someone's creative knowledge path. The way in which learners view theatre, literature and culture as a part of today's world and how we can effect change with it. Curating open discussion, curiosity and galvanising a love of words and language within each student.

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Creating an environment where pupils are confident around their peers is vital. Through the medium of teaching drama this can be achieved, benefitting the pupils later in life. Adhering to everyone needs is the key to a successful learning environment, as well as sharing your personal knowledge taking pupils on a creative journey of their own.

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In contrast to other subjects, the drama classroom is intentionally stripped of desks and children are in a unique learning environment. As a teacher of drama it is important to adapt your teaching style to not only mirror the uniqueness the space demands but also support the learning of the individual child.

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Through the implementation of inclusivity through drama teaching, students are able to access and most importantly benefit from a platform in which to explore, engage and develop. The drama teacher recognises drama “both as a separate subject and an educational method” (Fleming, 1994). Both can be utilised as tools for creative expression.

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Through conducting research into the philosophy of Drama as a subject, I believe that effective drama teaching should develop the ‘whole child’. It provides opportunities for higher-level thinking and develops how students analyse, synthesise and evaluate (Nelson, 2009), as well as developing a sense of self within a global context (Higgins, 2010; Kempe and Nicholson, 2007).

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The subject of drama enables a student to truly explore aspects of themselves which they don’t get to explore in other subjects. Drama helps aid pupils understanding of various different scenarios and events as they’re placed within the action themselves, which in turn contributes to their growth as individuals.

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Lucy Richards - Drama Teaching Philosophy                                                           

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Lucy Richards - Drama Teaching Philosophy                                                           

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Drama pedagogy goes beyond facilitating the next generation of artists with subject knowledge. By analysing, synthesising and evaluating real situations, drama develops learners’ personal qualities and values (Fleming, 2012).  Planning for academic progression and awareness of the ever changing world, promotes learners to ‘engage and rewrite our futures through education’ (Anderson, 2012, p.v).

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Bethan Lilley- Drama teaching philosophy 

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Bethan Lilley- Drama teaching philosophy 

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I see teaching Drama as an interactive process that pushes the boundaries of conventional teaching.  With effective planning and delivery a student can embark on a journey in which to explore Drama theory and practice, whilst developing empathetic reasoning. I see teaching as an art form in which learning is paradoxical.

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Drama is a discipline within its own right, but it is also a valuable tool that can help pupils to gain understanding of the wider world.   To be an Effective Teacher I must develop my own ability to incorporate teaching through dramatic art as well as educating them in dramatic Art.

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In the subject of drama pupils should feel comfortable in facility in order for them to be inspired by their peers and the teacher. Not only learning the subject of drama, but other subjects as well. '...she (Dorothy Heathcote) brought to her drama teaching what had been absent for nearly forty years: a high degree of respect for knowledge.' (Johnson and O'Neill. 1991. P.7).
Fleming, M. 2017. Starting Drama Teaching. 4th edn. New York. Routledge.
Johnson, L and O'Neill, C. 1991. Collected Writings on Education and Drama. Illinois. Northwestern University Press.

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Drama, as a subject, can be an entry point into developing and culminating creativity and innovation for future generations. Drama teaching aspires to be a space to activate individual learning, learning about the community and learning about oneself. In this way, drama provides young learners with lifelong skills.

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Drama is driven by its ability to provide pupils with equal opportunities, with the main emphasis on practice primarily focused on the learning rather than doing. Creating, performing and responding outlines the main basis from which to learn. Drama as a subject has the power and efficiency to create and learn art and culture. It can give imagination and light to all areas of the curriculum.