Utah Theatre Advocacy 2020

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CLASSROOM AND CURRICULUM CONSIDERATIONS
Overview: Theatre curriculum is naturally designed to teach students collaboration, communication, creativity,
and critical thinking as well as to help them develop social and emotional learning skills. Our subject is naturally
geared for project-based learning. The suggestions and ideas below are designed to maintain these important
learning areas for students within the theatre classroom and curriculum within the in-person social distancing,
distance learning, or hybrid teaching models that may be implemented during the COVID-19 pandemic.
Keep students learning through doing and creating: Students learn to perform and create best by doing
it. Strive to continue creating classes that teach artistic content and skill through a socially-distanced, online,
or hybrid method. Continue to include creation, design, writing, active participation, rehearsal, feedback,
and performance rather than reverting to mere task completion or becoming a history or theory class.
Specifically scaffold units and assignments: Within larger online modules or units, break assignments into
smaller chunks to help students understand weekly goals and assignments. Give students clear short-term
deadlines and assignments that are building towards a larger project. Help them track rehearsal time and
hold them accountable.
Create and review specific social-distancing protocols: Based on local government and health
recommendations as well as your school and district guidelines, create, communicate, and practice specific
and clear social distancing and cleanliness guidelines for your classroom. Ensure students know how and why
they are being asked to comply with these guidelines and model them for the students to demonstrate their
importance. Transparency and consistency upholding these expectations can build trust with students,
parents, administrators, and other stakeholders.
Prioritize and determine in-person vs. online content: Determine which content should be prioritized for
in-person instruction and which content is best suited for online delivery. Using a flipped classroom model
where in-person class time is used to give corrections, coach, and assess technique while online recordings
or meetings can be used for rehearsal, direct instruction, teaching music, teaching choreography, etc.
Facilitate small group work online: Explore ways students can meet/rehearse in small groups or sections
using online meeting technology. Students are often comfortable communicating this way and have reported
they have found it valuable to collaborate and rehearse in small groups online.
Hold in-person classes in large, well-ventilated spaces if available: Research is showing that social
distance needs to be greater when students are using their full lung capacity to perform. Check with your
school to see if it is possible to access an auditorium, gym, commons, multipurpose or outdoor space to be
able to spread students out as they perform at full volume.
Maintain accountability for students while maintaining flexibility: Hold regularly scheduled classes and
rehearsals. Expect students to attend and complete all assigned work. Remind students of these
expectations, contact students to let them know you notice when they aren’t in class and follow up with
students who stop attending. At the same, understand students are working in challenging circumstances and
may need online and distance options if they or family members fall ill or are immuno-compromised. Be
prepared and ready to provide flexibility as needed.
Encourage the safety, inclusivity, respect, and empathy that theatre has always engendered: Social
distancing, wearing masks, staying home when sick, and even simple beliefs about the COVID-19 pandemic
have become highly politicized and sensitive in our society. Facilitate and model an environment of safety,
understanding, inclusivity, respect, and kindness that has always been at the forefront of the theatrical
process and mission.
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