JUN
6

Harnessing the Power of Theatre for Social-Emotional Learning

By Kendra Thomas 

Kendra Thomas has been writing stories since she was in Mrs. Jewell’s first grade class for dyslexic learners.  After learning to remove the labels of her disability, she went on to become a writer, teacher, theatre director, principal, and counselor.  She is the author of 15 plays published by Pioneer Drama. 

This was my 17th year in education, and it was one of the hardest years I have ever taught.  The effects of the pandemic on our students are palpable.  Middle-schoolers especially missed key time to develop social and emotional skills, and any activity requiring executive function is a struggle.  This often leads to behavior issues far beyond the normal ups and downs of years past.

These concerns will not fix themselves, and as educators we must adapt our theatre spaces to this new learning landscape by bringing in SEL lessons that meet our students’ needs head-on.  Below are some practical activities to help students cultivate self-awareness, build empathy, practice communication skills, and reflect and process emotions.

Body-mapping and movement

Engage students in body-mapping activities to explore the connections between emotions and physical sensations.  Have them create visual representations of their bodies, using colors, shapes, and symbols to depict their emotions or experiences.  Afterward, guide them in using movement and physical gestures to express these emotions.  By connecting their bodies to their emotions, students develop a heightened awareness of how their emotions manifest physically.

Guided imagery and visualization

Incorporate guided imagery exercises that prompt students to visualize specific scenarios or situations.  For example, guide them through a visualization exercise where they imagine themselves overcoming a personal obstacle or achieving a significant goal.  Afterward, have them share their visualizations through improvisation or by creating short scenes.  These exercises encourage students to tap into their hopes, dreams, and aspirations, fostering self-awareness and reflection.  You can also introduce “what ifs” into their scenario so they can create endings to their scenarios based on different choices.  Through this, students see that choices have consequences and to achieve their goals they need a plan.

Augusto Boal's Forum Theatre

Using this technique, students enact a scene that portrays a conflict.  It does not have to be a large social issue and might even work better if the students are given typical conflicts they might have with friends.  After the initial performance, pause and invite fellow students to intervene and suggest alternative actions or solutions to the situation, allowing the actors to improvise various endings.  By allowing students to actively engage in problem-solving and empathetic decision-making, they gain a better understanding of the impact their actions can have on others, promoting empathy and critical thinking.

Teach executive functioning skills directly

Provide explicit instruction on executive functioning skills, breaking them down into manageable steps.  Teach students strategies such as creating to-do lists, using calendars or planners, setting goals, breaking tasks into smaller parts, and prioritizing activities.  Don’t ever assume that they know how to do these things.  I find that actively developing plans in class with students helps, and I have started breaking down larger projects into smaller steps with detailed guideposts.

Emotional regulation exercises

Introduce exercises that promote emotional regulation and self-control.  For example, incorporate breathing exercises, mindfulness activities, or guided visualization to help students calm their minds and manage their emotions effectively.  Do this consistently and frequently.  Yes, it takes up class time, but this “settling-in” period will help minimize disruptive behaviors that can take up just as much class time to deal with.  It helps if at the start of the year you have collaborated with your students to create a “What does a good day look like?”  poster.  Then, with students primed by mindfulness exercises, you can point to that poster and say, “Are we going to have a good day?”

Provide structure and routines

Establish clear routines and predictable structures in the classroom.  Start with mindfulness exercise and physical/vocal warmups before jumping into activities.  Use visual schedules, checklists, or timers to help students understand expectations.  Consistent routines can reduce anxiety, improve task initiation, and provide a sense of stability for students struggling with executive function skills.

Go back to paper and pencil

This can be a controversial concept in our one-to-one laptop world.  I do think the integration of technology in the classroom is fantastic, but unfortunately, it can also be a big distraction.  Have students hand write some responses or create hand-drawn art.  Have them make lists and posters on paper with information from their own imagination rather than internet sources.

Always approach these activities with patience and understanding.  Provide clear expectations, reinforce positive behaviors, and offer constructive feedback.  By engaging in these theatre activities, students can develop new skills, gain a sense of purpose, and build a foundation for positive behavior and personal growth.

And to the young theatre teachers out there, don’t let these challenging times discourage you.  As you get a feel for your students and your school, try lots of different things.  Theatre is a wonderful, unique vehicle for reaching challenging students.  You’ll find what works best!