EdTA believes that all students, regardless of developmental differences, have the right to a sequential, standards based, theatre education with high expectations for their achievements.  We further believe inclusion means providing appropriate accommodations so that they may participate in theatre and grow as theatre art makers and creators.  We are committed to supporting theatre educators by providing strategies, models and examples so that they may better support their students.  You will find some of those resources on this page.  Stop back often as we add to our library of resources. 

Educators affiliated with the inclusive theatre learning group, People Like Us, helped bring to life inclusion by teaching three of EdTA's "Click to Teach" interactive units in their special education classrooms, and noting strategies any teacher could use.  In this model unit, Educators Carley Granick & Stacy Santiago of the North Florida School of Special Education offer an example of simple to use inclusive practices for students with special needs, based on our popular "Click To Teach" unit Defining Given Circumstances with an Open Scene.  The teachers modified and taught this unit in their Middle Grades Classroom.  You may wish to open the Click to Teach unit in another window to follow along with this modified inclusive version.  

EdTA Click to Teach Modifications
Defining Given Circumstances with an Open Scene
Teacher: Carley Granick, Teacher Assistant: Kylie Hurst
Intermediate Students, North Florida School of Special Education (Self-Contained)
April 2023

Warm-Up
Each student had the choice to stand at the front of the class or stand at their chair and “tell me something good.” Giving the choice to stand at the front of the class or stand at their chair helped give the student the option on “how” they will participate and not “if” they will participate. My “tell me something good” warm-up gives students the chance to share as much as they’d like as long as it’s positive. The student can share as much as they’d like to help build up their confidence when it comes to the lesson.
We then moved into an emotions exercise. The actor would come up, pick an emotion off of an emotion choice board, and show us what that looks like. The rest of the students would then get to guess what emotion the actor chose. Every student participated willingly and some even went twice! There was one student with limited vocabulary so instead of raising his hand to guess the emotion, I presented him with the emotion choice board and he chose and answered with that. 

Step 1: Get Inspired
We watched the lesson video from Defining Given Circumstances with an Open Scene together. After watching the two examples, students shared if they liked the comedic or dramatic portrayal more. We discussed what dramatic and comedic acting are.

Step 2: Explore the Script
Due to reading skills, I edited the script before class:
A: What are you doing?
B: Nothing.
A: What?
B: Huh?
A: What?
B: Oh well.

The shorter edit gave us more time to work on the script and skill. Students partnered up and each pair read through the script. Then, they switched roles. Once students were comfortable with the lines, I had them choose the emotion they would focus on throughout the rest of their reading. If I had students who weren’t reading, I would have taken away all lines and had them pantomime with emotion and gestures. For example:
A: *waves*
B: *looks around*
A: *smile*
B: *frown*
A: *shrugs shoulders*
B: *walks away*

Step 3: Define Your Given Circumstances
Rather than dive into given circumstances, I had students pick their emotion. Their options were happy, sad, angry, and then one student suggested tired, which I loved so we rolled with that! We focused on one of the listed questions: What kinds of gesture, body movement and facial expression will you use to develop your character?

Step 4: Rehearsal
We continued rehearsing in our pairs and students would perform their script for each other. I suggest having choice boards and fidgets on hand throughout the class. I also suggest having the lines (A or B) highlighted for each student to know which character they are playing and to follow along with. To extend learning, students can memorize their scripts.

Step 5: Perform and Record 

Step 6: Measure Learning 

The original rubric was modified to more appropriately measure student learning. Variations on the rubric allow accommodations for all types of learner abilities. 

Original Rubric 

Alternative Rubrics and Additional Evaluation Ideas

1. Use a checklist: Instead of a rubric, use a checklist that outlines the different skills or behaviors you are looking for in each category. This can be easier for some students to understand, as they can simply check off each item as they demonstrate it.
2. Use peer evaluation: In addition to teacher evaluation, incorporate peer evaluation into the assessment process. This can help students learn from each other and provide more opportunities for social interaction and collaboration. Ensure suggestions are specific.
3. Focus on process rather than product: Instead of focusing solely on the final performance, assess the process that students go through to develop the skill. For example, assess participation, willingness to take risks and try something new, and their ability to give and receive feedback.

 

A Model Cornerstone Assessment (MCA) is a model assessment with guidance for instruction in your classroom.  The authors of the National Theatre standards created Model Cornerstone Assessments aligned to the standards for grades Pre K-8, and at three levels in high school - proficient, accomplished, and advanced, which are housed both here on the Learning Center and on the National Standards website.  During the writing of the National Theatre Arts Standards, a team from EdTA  worked with specialists from the Kennedy Center Very Special Arts team to write specific inclusion strategies that matched the Theatre Model Cornerstone Assessments.  The chart below offers a quick reference to both the Model Cornerstone Assessment and the matching inclusion strategies.

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