This week, I (Dave) delivered a ‘teaching science through drama’ session for the final-year undergraduate trainee primary school teachers at the university where I work part time as the Professional Lead for Primary Science. When I explained we were about to begin a practical drama session, I was met with a sea of concerned faces. ‘The Fear’ had arrived! 

Over the years, I have had the same reaction from groups of trainee teachers and when I deliver a session as part of an education conference, where delegates have not had the option to choose which session they attend. When I announce it’s a drama session, I get the same reaction – anxious expressions aplenty… because ‘The Fear’ has taken over. If I were a mind-reader, I’d be hearing ‘Can I creep out?’, ‘How can I get out of it?’ or ‘I don’t want to be here!’ For some teachers, a hands-on drama activity is perhaps one of the last things they would like to engage with. So why is this the case?

When I have spoken with students and teachers to find out why they feel like this, I discover that it’s often because of  a cringeworthy experience as a child – maybe a teacher asked them to ‘become a tree’ or ‘move around the floor like a snake’. They might have had a  part in a school performance that made them feel awkward. Their concerns could be rooted in potential embarrassment or a fear of making a fool of themselves – the danger of the unknown in drama lessons may be too much for them. This could be the case with the children we teach too. 

So, what do I say when I am leading a drama session and can see the shivers of fear trickle down the delegates spines?

I approach the situation with trainee teachers and conference delegates in the same way I approach a session with children… I acknowledge ‘The Fear’. I  address the unease that some of them may be feeling and acknowledge it. The next part is to promise that the session will be non-threatening, enjoyable and that they will not be asked to take on any roles that make them feel a sense of dread. I say that it’s okay to step out if they feel the need. Perhaps the most important thing to say is that the activities will be worthwhile and it is extremely likely they will leave the session understanding more about the subject matter alongside a sprinkling of joy!

The next thing is running a warm-up activity, one that gets everyone moving and talking together. We have talked about warm-ups in previous blogs and vodcasts but I am going to repeat the point and state that the warm up is one of the most important things a teacher can do in a drama session. It helps children (and adults) feel more comfortable and they are far more likely to engage in the activities that follow. 

A favourite activity is to divide participants into groups of six and challenge them to collaboratively create an inanimate object like a washing machine within 30 seconds. As soon as I shout go, everyone is hurriedly discussing who will go where, what they will be and why. The activity is always a winner, but why so? The chosen object is familiar and accessible. The accepting and non-threatening environment encourages laughter and camaraderie.  I avoid lingering too long with each group to allow them the freedom to explore and develop their sense of agency. The human modelling is celebrated before moving on to another object for the groups to create. This process builds children’s and adults’ confidence, reduces insecurities and lowers emotional barriers.

This dynamic and action-filled warm-up results in a huge shift in mood. The room feels free of worry and ‘The Fear’ has been banished, paving the way for the drama activities to come.