Respectful learning

Your teacher will guide you through a selection of these resources that will help in understanding how to respectfully approach equity and diversity in the drama classroom.

The Equity and Diversity Guidelines for Drama Education (2015), released by Drama Australia, is a valuable resource for you as HSC students in reflecting on how to make a respectful learning environment when exploring issues and concerns related to equity and diversity. The plays set for study in this topic require you to review and discuss how everyone can be respectful in learning, making and performance practices as students and theatre makers. 

You might also consider:

• NESA's webpage on Culture and diversity (2023), accessed 17 August 23.

• researching for your own material online in relation to the play, including design and promotional material from past productions.

Extension resource:

Carter, C. and Sallis, R. (2016). Dialogues of Diversity: Examining the Role of Educational Drama Techniques in Affirming Diversity and Supporting Inclusive Educational Practices in Primary Schools. Drama Australia Journal 40:1. Accessed 17 August 23.

Learning intention

To read, engage and reflect on information, advice and guidance from resources on how to be respectful when exploring cultural and linguistic diversity in the drama classroom.

Instructions

There are a number of ways you could organise your class to read and engage with the information in these guidelines and resources. You could:

• focus on selecting and reading important sections of the document relevant to your study. For Neighbourhood Watch, that might be the 'Drama and Cultural and Linguistic Diversity (CALD)' section (pp 5-13). You could also refer to this document throughout your study, as new questions arise

• assign each section to a group and present a summary of important information in the resources to your class as a PowerPoint slide. Then, collate the PowerPoint slides for later reference

• ask the class if you have a specific question, to see if anyone's assigned section or resource offers relevant advice or guidance as issues arise

• continue to read each resource in sections over the course of a few weeks and start each lesson with a discussion of the issues that were raised.

Consult with your teacher and decide what is best for your class and planned learning.

Learning intention

In this activity, you will build on your understanding of equity and diversity in drama and work together to develop a set of expectations that will guide you in fostering respect in your classroom.

Materials

• Whiteboard or large paper and markers (this could also be done digitally).

• A summary or understanding of the 'Drama and Cultural and Linguistic Diversity' section (pp 5-13) of the Equity and Diversity Guidelines for Drama Education and/or other relevant sections of the document to your class or the plays you are studying in your course. You might want to complete this activity in small groups and report back to the class before beginning this activity.

• Open minds and respectful attitudes.

Instructions

• Start by discussing, as a class, the importance of understanding and respecting a range of different cultures. Briefly recap the key concepts and ideas learned from reading and reflecting on the resources from the prereading section of this page.

• In groups of 3 to 4, use your knowledge of the resources to identify key principles of respecting equity and diversity relevant to your class and studies. Discuss what these concepts mean to you and why they are important when studying plays in drama. Note: you may want to define 'equity' and 'diversity' if your class hasn't encountered these terms before.

• Using the whiteboard or large paper, work together to create a list of expectations (along with your definitions of 'equity' and 'diversity') that will guide your actions and attitudes in promoting respect in the drama classroom. Think about what behaviours, attitudes, and actions will contribute to a respectful and inclusive learning environment. Use guidance, advice and information from the resources to support your answers.

• Present yourr list of expectations to the class. Share your ideas and thoughts about why you included certain expectations. This is also a great opportunity to learn from your classmates' perspectives.

• After all groups have presented, engage in a class discussion. Reflect on the similarities and differences in the expectations presented by each group. Discuss what resonates with you and how these expectations can positively impact your learning environment.

• As a class, refine and consolidate the various expectations presented. Collaboratively create a final list of expectations (at least 5) that you can all commit to following.

• Display the final list of expectations in the classroom. Each of you could also have the opportunity to sign your name as a way to commit to upholding these expectations throughout your studies.