Creating Inclusive Drama Classrooms: A UDL Approach

As a drama teacher, I've often encountered students from historically marginalized communities who faced unique challenges in the classroom. Many of these students came from backgrounds with limited exposure to the arts, or they may have experienced trauma or discrimination that affected their self-esteem and confidence. To create a more equitable learning environment, I began to intentionally apply the Universal Design for Learning (UDL) guidelines.

One specific example was when I was teaching a unit on improvisation. I knew that some students might feel hesitant to participate in front of their peers, particularly if they had experienced negative social interactions in the past. To address this potential barrier, I incorporated a variety of options for participation. Students could choose to improvise in pairs, small groups, or individually. They could also choose to perform their improvisations in front of the class or record them for later viewing. This provided students with a sense of agency and control over their learning experience, making them feel more comfortable and included.

Additionally, I focused on creating a safe and supportive classroom environment where students felt valued and respected. I established clear expectations for behavior and created opportunities for students to share their experiences and perspectives. By fostering a sense of belonging and community, I hoped to help students overcome any negative feelings or associations they may have had with the arts.