A PLACE FOR all TEACHERS’ AID
Inclusive teaching practices in elementary drama By Kim Snider
On one spring afternoon, the sound of a waterfall emanates from Rochelle Matthews’ Grade 3/4 classroom at St. Michael Catholic School, in Toronto. Returning from lunch, students notice that desks have been moved to create an open space. It is time for drama, and excited chatter erupts. “Waterfall!” The students ssshhhhhhh collectively, quieting so they can discuss what behaviour is needed for good drama work. Answers include listening, concentration, and working together. “What interferes with good work?” Matthews asks. Laughing at someone who makes a mistake.
22 CATHOLIC TEACHER | JUNE 2019
As a drama specialist and Secretary of the Council of Ontario Drama and Dance Educators (CODE), Matthews understands that drama’s cross-curricular connections and emphasis on creative thinking can address the diverse learning needs in her classroom. Some of her students are dealing with trauma, have learning exceptionalities, or require enrichment. For Matthews, who is currently mentoring York education student Jessica Torres, team-teaching, side-coaching, and behavioural reminders help her students work positively in drama.
“I’m interested in the creative process and enabling my students to make connections and find meaning and purpose in what they create.”
“I’m not really interested in readers’ theatre or script work in the primary/ junior grades,” Matthews explains.
One student describes a character as “bossy” and the class erupts in dissenting opinions. Matthews knows there is a
Today’s lesson integrates drama and language arts, with a focus on social justice and Catholic values. Students have read picture books about characters who overcome obstacles to fight for what is right. As pictures are passed around the circle, students formulate statements about each character. Words bubble to the surface: sad, brave, helpful.