Drama teachers instruct students in a recreational context in the various theatrical genres and dramatic expression forms, such as comedy, tragedy, prose, poetry, improvisation, monologues, dialogues etc. They provide students with a notion of theatre history and repertoire, but mainly focus on a practice-based approach in their courses, in which they assist students in experimenting with and mastering different dramatic expression styles and techniques and encourage them to develop their own style. They cast, direct and produce plays and other performances, and coordinate the technical production and the set, props and costume usage on stage.
Design and develop curriculum frameworks, lesson plans, and instructional materials for drama classes, workshops, and productions. Incorporate elements of acting, improvisation, script analysis, and theater history into the curriculum to provide students with a comprehensive understanding of dramatic arts and theatrical techniques.
Deliver engaging and interactive drama lessons, activities, and exercises that encourage student participation, creativity, and self-expression. Facilitate group discussions, role-playing scenarios, and performance-based assessments to enhance students’ acting skills, communication abilities, and confidence on stage.
Organize and oversee theater productions, rehearsals, and performances, including casting, blocking, set design, costume selection, and technical coordination. Provide guidance and support to students in developing their characters, mastering their lines, and rehearsing scenes to ensure high-quality productions and successful performances.
Provide individualized feedback, coaching, and direction to students to improve their acting techniques, stage presence, and expressive abilities. Foster a supportive and constructive learning environment where students feel encouraged to take risks, explore new roles, and develop their artistic talents.
Encourage students to explore their creativity, imagination, and artistic voice through dramatic storytelling, character development, and theatrical expression. Create opportunities for students to collaborate on original scripts, devise ensemble performances, and experiment with different genres and styles of theater.
Introduce students to a diverse range of dramatic works, playwrights, and theatrical traditions from various cultures, historical periods, and artistic movements. Promote cultural awareness, empathy, and appreciation for the rich diversity of human experiences reflected in dramatic literature and performance traditions.
Collaborate with colleagues, artists-in-residence, and community partners to develop interdisciplinary projects, cross-curricular activities, and collaborative performances that integrate drama with other subjects, such as literature, history, music, and visual arts.
Engage in ongoing professional development, training, and networking opportunities to enhance teaching skills, artistic expertise, and knowledge of current trends and best practices in drama education. Attend conferences, workshops, and seminars to stay updated on new teaching methods, resources, and technologies in theater arts education.
Assess student learning and performance through a variety of formative and summative assessment methods, such as performance evaluations, written reflections, portfolio reviews, and peer feedback. Provide constructive feedback, constructive criticism, and encouragement to help students set goals, track progress, and reflect on their artistic growth and development.
Communicate regularly with parents, guardians, and families to provide updates on students’ progress, upcoming performances, and opportunities for involvement in drama activities. Foster positive relationships with parents and encourage their support and participation in their child’s theatrical pursuits and educational experiences.
Engage with the broader community by organizing theater events, showcases, and outreach programs that showcase students’ talents and contributions to the arts. Collaborate with local theaters, arts organizations, and community centers to provide students with opportunities to attend performances, participate in workshops, and connect with professional artists and mentors.
Establish and enforce safety protocols, emergency procedures, and behavior expectations to ensure the safety and well-being of students during drama activities, rehearsals, and performances. Create a supportive and inclusive learning environment where all students feel valued, respected, and empowered to express themselves creatively and authentically.
The following job titles also refer to drama teacher:
performing and dramatic arts teacher drama instructor performing and dramatic arts instructor instructor in performing and dramatic arts teacher of dramatic arts drama educator educator in drama teacher of drama
Drama Teachers work primarily in educational settings, including primary schools, secondary schools, performing arts academies, and community centers. They may teach classes during regular school hours, as well as evenings, weekends, or summer sessions to accommodate rehearsals, performances, and extracurricular activities. Drama Teachers may also travel to attend theater festivals, competitions, or professional development events.
A bachelor’s degree in drama, theater education, performing arts, or a related field is typically required for positions as a Drama Teacher. Some employers may prefer candidates with a master’s degree or teaching certification in drama education or theater arts education.
Practical experience in theater production, acting, directing, or stage management is valuable. Drama Teachers may also have experience working with children or youth in educational or artistic settings, such as summer camps, after-school programs, or community theaters. Continuous professional development and engagement in theater activities, workshops, and performances contribute to ongoing growth and expertise as a Drama Teacher.
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.
This knowledge should be acquired through learning to fulfill the role of drama teacher.
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.
These skills are necessary for the role of drama teacher.
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.
Develop a coaching style: Develop a coaching style for individuals or groups that ensures all participants are at ease and can acquire the necessary skills and competencies 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.
Bring out performers’ artistic potential: Motivate performers to take on challenges. Encourage peer-learning. Establish an environment for experimentation using various methods, such as improvisation.
Observe student’s progress: Follow up on students’ learning progress and assess their achievements and needs.
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.
Assemble an artistic team: Bring together an artistic team, after identifying the needs, looking for candidates, conducting interviews and aligning on the conditions of the project.
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.
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.
Analyse a script: Break down a script by analysing the dramaturgy, form, themes and structure of a script. Conduct relevant research if necessary.
Maintain safe working conditions in performing arts: Verify the technical aspects of your workspace, costumes, props, etc. Eliminate potential hazards in your workspace 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.
This knowledge is sometimes, but not always, required for the role of drama teacher. However, mastering this knowledge allows you to have more opportunities for career development.
Assessment processes: Various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees. Different assessment strategies such as initial, formative, summative and self-assessment are used for varying purposes.
Breathing techniques: The various techniques to control the voice, body, and nerves by breathing.
Pronunciation techniques: The pronunciation techniques to properly and understandably pronounce words.
Curriculum objectives: The goals identified in curricula and defined learning outcomes.
Movement techniques: The various types of movement and physical postures undertaken for relaxation, body-mind integration, stress reduction, flexibility, core support, and rehabilitation purposes that are required for or underpin occupational performance.
These skills and competences are sometimes, but not always, required for the role of drama teacher. However, mastering these skills and competences allows you to have more opportunities for career development.
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.
Practice dance moves: Study and practice dance moves required in artistic productions.
Perform improvisation: Perform dialogues or actions spontaneously or without preparation.
Adapt a script: Adapt a script and, if the play is newly written, work with the writer or collaborate with playwrights.
Deal with public: To adopt a pleasant, professional and positive manner with all customers, anticipating their needs and passing customer complaints to a member of the management team (if necessary) in a calm, professional and non-confrontational manner.
Assist students with equipment: Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.
Develop curriculum: Develop and plan the learning goals and outcomes for education institutions, as well as the required teaching methods and potential education resources.
Manage resources for educational purposes: Identify the necessary resources for learning purposes, such as class materials or arranged transportation for a field trip. Apply for the corresponding budget and follow up on the orders.
Develop educational activities: Develop speeches, activities and workshops in order to foster access and comprehension to the artistic creation processes. It can address a particular cultural and artistic event such as a show or an exhibition, or it can be related to a specific discipline (theatre, dance, drawing, music, photography etc.). Liaise with storytelles, craftspeople and artists.
Play musical instruments: Manipulate purpose-built or improvised instruments to produce musical sounds.
Perform exercises for artistic performance: Perform exercises and demonstrate them when required. Aim to reach the training session objectives and the appropriate pace, finding a balance between artistic requirements and risk prevention principles. Take into account your physical form: fatigue, recovery periods, resting times, etc.
Draw up reference documents for performance: Create documents to guide the further production and execution of a performance. Create a performer cast list, cue sheets, choreographic notes, etc.
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.
Carry out auditions: Hold auditions and assess and select candidates for roles in the productions.
Practise singing: Study and practise lyrics, melody, and rhythm of songs.
Ensure visual quality of the set: Inspect and amend the scenery and set-dressing to make sure the visual quality is optimal within constraints of time, budget and manpower.
