Drama teachers at secondary schools provide education to students, commonly children and young adults, in a secondary school setting. They are usually subject teachers, specialised and instructing in their own field of study, drama. They prepare lesson plans and materials, monitor the students’ progress, assist individually when necessary, and evaluate the students’ knowledge and performance on the subject of drama through assignments, tests and examinations.
The following job titles also refer to drama teacher secondary school:
dramatic arts teacher secondary school
teacher of drama in secondary schools
secondary school drama teacher
drama teacher
secondary school drama tutor
high school performing arts teacher
high school dramatic arts teacher
high school drama teacher
high school performing and dramatic arts teacher
drama tutor secondary school
ISCO skill level is defined as a function of the complexity and range of tasks and duties to be performed in an occupation. It is measured on a scale from 1 to 4, with 1 the lowest level and 4 the highest, by considering:
the nature of the work performed in an occupation in relation to the characteristic tasks and duties
the level of formal education required for competent performance of the tasks and duties involved and
the amount of informal on-the-job training and/or previous experience in a related occupation required for competent performance of these tasks and duties.
Drama teacher secondary school is a Skill level 4 occupation.
These occupations require some skills and knowledge of drama teacher secondary school. They also require other skills and knowledge, but at a higher ISCO skill level, meaning these occupations are accessible from a position of drama teacher secondary school with a significant experience and/or extensive training.
This knowledge should be acquired through learning to fulfill the role of drama teacher secondary school.
Acting techniques: The different acting techniques for developing lifelike performances, such as method acting, classical acting, and Meisner technique. Vocal techniques: The various techniques for using your voice correctly without exhausting or damaging it when changing voice in tone and volume. Post-secondary school procedures: The inner workings of a post-secondary school, such as the structure of the relevant education support and management, the policies, and the regulations. Curriculum objectives: The goals identified in curricula and defined learning outcomes.
These skills are necessary for the role of drama teacher secondary school.
Organise rehearsals: Manage, schedule and run rehearsals for the performance. Guarantee students’ safety: Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation. Assign homework: Provide additional exercises and assignments that the students will prepare at home, explain them in a clear way, and determine the deadline and evaluation method. Monitor student’s behaviour: Supervise the student’s social behaviour to discover anything unusual. Help solve any issues if necessary. Develop a coaching style: Develop a style for coaching individuals or groups that ensures all participants are at ease, and are able to acquire the necessary skills and competences provided in the coaching in a positive and productive manner. Prepare lesson content: Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc. Monitor developments in field of expertise: Keep up with new research, regulations, and other significant changes, labour market related or otherwise, occurring within the field of specialisation. Compile course material: Write, select or recommend a syllabus of learning material for the students enrolled in the course. Observe student’s progress: Follow up on students’ learning progress and assess their achievements and needs. Liaise with educational support staff: Communicate with education management, such as the school principal and board members, and with the education support team such as the teaching assistant, school counsellor or academic advisor on issues relating the students’ well-being. Manage student relationships: Manage the relations between students and between student and teacher. Act as a just authority and create an environment of trust and stability. Adapt teaching to student’s capabilities: Identify the learning struggles and successes of students. Select teaching and learning strategies that support students’ individual learning needs and goals. Apply teaching strategies: Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners’ level, goals, and priorities. Maintain students’ discipline: Make sure students follow the rules and code of behaviour established in the school and take the appropriate measures in case of violation or misbehaviour. Assess students: Evaluate the students’ (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the student achieved. Analyse a script: Break down a script by analysing the dramaturgy, form, themes and structure of a script. Conduct relevant research if necessary. Define performance concepts: Elucidate performance concepts, such as texts and scores for performers. Maintain safe working conditions in performing arts: Verify the technical aspects of your workspace, costumes, props, etc. Eliminate potential hazards in your work space or performance. Intervene actively in cases of accidents or illness. Demonstrate when teaching: Present to others examples of your experience, skills, and competences that are appropriate to specific learning content to help students in their learning. Give constructive feedback: Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work. Stimulate creativity in the team: Use techniques like brainstorming to stimulate creativity in the team. Perform classroom management: Maintain discipline and engage students during instruction. Secondary school procedures: The inner workings of a secondary school, such as the structure of the relevant education support and management, the policies, and the regulations. Assist students in their learning: Support and coach students in their work, give learners practical support and encouragement. Apply intercultural teaching strategies: Ensure that the content, methods, materials and the general learning experience is inclusive for all students and takes into account the expectations and experiences of learners from diverse cultural backgrounds. Explore individual and social stereotypes and develop cross-cultural teaching strategies. Conduct background research for plays: Research historical backgrounds and artistic concepts of plays. Liaise with educational staff: Communicate with the school staff such as teachers, teaching assistants, academic advisors, and the principal on issues relating to students’ well-being. In the context of a university, liaise with the technical and research staff to discuss research projects and courses-related matters. Develop course outline: Research and establish an outline of the course to be taught and calculate a time frame for the instructional plan in accordance with school regulations and curriculum objectives.
This knowledge is sometimes, but not always, required for the role of drama teacher secondary school. However, mastering this knowledge allows you to have more opportunities for career development.
Adolescent socialisation behaviour: The social dynamics through which young adults live amongst each other, expressing their likes and dislikes and the rules of communication between generations. Breathing techniques: The various techniques to control the voice, body, and nerves by breathing. Disability types: The nature and types of disabilities affecting the human beings such as physical, cognitive, mental, sensory, emotional or developmental and the specific needs and access requirements of disabled people. Learning difficulties: The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders. Pronunciation techniques: The pronunciation techniques to properly and understandably pronounce words. Movement techniques: The various types of movement and physical postures undertaken for relaxation, body-mind integration, stress reduction, flexibility, core support and rehabilitation purposes, and that are required for or underpin occupational performance.
These skills and competences are sometimes, but not always, required for the role of drama teacher secondary school. However, mastering these skills and competences allows you to have more opportunities for career development.
Assist in the organisation of school events: Provide assistance in the planning and organisation of school events, such as the school’s open house day, a sports game or a talent show. Identify learning disorders: Observe and detect symptoms of Specific Learning Difficulties such as attention deficit hyperactivity disorder (ADHD), dyscalculia, and dysgraphia in children or adult learners. Refer the student to the correct specialised educational expert if necessary. Consult student’s support system: Communicate with multiple parties, including teachers and the family of the student, to discuss the student’s behaviour or academic performance. Facilitate teamwork between students: Encourage students to cooperate with others in their learning by working in teams, for example through group activities. Analyse theatre texts: Understand and analyse theatre texts; take an active part in the interpretation of the artistic project; conduct thorough personal research in textual material and dramaturgy. Recognise indicators of gifted student: Observe students during instruction and identify signs of exceptionally high intelligence in a student, such as showing remarkable intellectual curiosity or showing restlessness due to boredom and or feelings of not being challenged. Escort students on a field trip: Accompany students on an educational trip outside the school environment and ensure their safety and cooperation. Arrange parent teacher conference: Set up joined and individual meetings with students’ parents to discuss their child’s academic progress and general well-being. Monitor educational developments: Monitor the changes in educational policies, methodologies and research by reviewing relevant literature and liaising with education officials and institutions. Prepare youths for adulthood: Work with children and young people to identify the skills and abilities they will need to become effective citizens and adults and to prepare them for independence. Adapt a script: Adapt a script and, if the play is newly written, work with the writer or collaborate with playwrights. Assist students with equipment: Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary. Lead cast and crew: Lead a film or theatre cast and crew. Brief them about the creative vision, what they need to do and where they need to be. Manage day-to-day production activities to ensure things run smoothly. Manage resources for educational purposes: Identify the necessary resources needed for learning purposes, such as materials in class or arranged transportation for a field trip. Apply for the corresponding budget and follow up on the orders. Keep records of attendance: Keep track of the pupils who are absent by recording their names on a list of absentees. Perform playground surveillance: Observe students’ recreational activities to ensure student safety and well-being and intervene when necessary. Work with virtual learning environments: Incorporate the use of online learning environments and platforms into the process of instruction. Identify cross-curricular links with other subject areas: Recognise correlations and overlaps between your subject of expertise and other subjects. Decide on a levelled approach to the material with the teacher of the associated subject and adjust lesson plans accordingly. Create script for artistic production: Develop a script describing the scenes, actions, equipment, content and realisation means for a play, film or broadcast. Provide lesson materials: Ensure that the necessary materials for teaching a class, such as visual aids, are prepared, up-to-date, and present in the instruction space. Oversee extra-curricular activities: Supervise and potentially organise educational or recreational activities for the students outside of mandatory classes. Ensure visual quality of the set: Inspect and amend the scenery and set-dressing to make sure the visual quality is optimal with in constraints of time, budget and manpower.
