Science and Drama... What!?: A Reflection

So, I am that rare and wonderful combination of a science and drama teacher. Yes, I know it is a unique combination, in fact, I am the only person in my 15+ years of teaching and working in education I have found / know of that teaches that specific combination of subjects. 

But I am so glad that I have had the opportunity to teach these two contrasting subjects. No only have I been able to build two unique skill sets and teaching styles that I have been able to blend together and utilizes in multiple facets of my education career both in and out of the class room. But it allowed me to see students in different environments and lights, both in the more academic and more creative environments.

So, below are some of, what I feel, are the core lessons and takeaways from this unique experience.

1. Two Practical Subjects:

Both Science and Drama at their core are practical subjects. This provide a interesting opportunity to compare and reflex on the approaches to these. Science practicals for instance or often closely controlled with clear and precise expected outcome and result the students are expected to achieve to support their learning and understanding of core theories and concepts. Where as Drama practical work could be consider more 'student led', which the end goal and final product being more open to interpretation from the students. Where they are given a stimulus to work from and/or skills to include however how they utilise these is up to them. This is something that could be beneficial in Science, creating a discovery rich curriculum to develop 'How science skills' (something that, I feel,  has become some what lost since the introduction of the 'knowledge rich curriculum'). Giving students an aim and asking them to hypothesis, plan and carry out an investigation and find out the results for themselves along with if their practical is actually fit for function mirror the style of student let practical work seen in Drama. Likewise, on the other hand more prescribed, teacher led practicals in Drama could be effectively used to hone specific core skills. Where the teacher guides and directs students through a practical activity to achieve a specific outcome that would aid their learning. For example when introducing facial expressions and body language, modelling and describing how to achieve various emotions and effect and work with the students to achieve specific outcome.  Both offers students different learning opportunities

2. Being a Dramatic Science Teacher:

So many skills you learn in specific teaching one subject can be transferred to another. This is true for Science and Drama. Behaviour management and high expectations is a great example of this. Setting clear expectations before allowing student to start devising work in drama to ensure focus and success can be easily transferred to the science lab when setting task or outlining practical work. and visa versa with clear health and safety expectation in a science lab being transferred to ensure safety in the drama studio. The combining of both physical, non-verbal and verbal cue for class room management, for example training students to response to the teacher holding up a hand to gain students attentions and for quite in drama during practical work can be included in a science lab, saving the teacher from the need to potentially raise their voice to gain attention. Beyond this the use of movement around the room and not teaching from the front of the room is a great supportive technique, this is inherent in drama as it is usually taught in a room without the limitations and barrier of desk and often little use or reliance of a whiteboard / PowerPoint. However is a powerful tool in any class room as a preventative measure for low level disruption or to be on hand to support individuals / small groups as needed. Voice and body language also provide great impact on your teaching as a drama teacher you general have an greater understand of your voice and body language, how you can control and express these in a way to help elicit desired responses from students, again often providing those non-verbal cues of your expectations. These are just a few examples of a long list that I could on and on about. I may do some future more detailed posts on these.

3. Seeing Students in Different Lights:

Some student love being creative and performing on stage, some love science, working through formula calculations and apply abstract concepts. Not all students are going to enjoy your subject, be good at it or even try in it. This can often cause us to create specific opinions of students, as much as we say it doesn't it does. But if , for example, you take that child who struggles with the simplest of physic formula and there for shuts downs and becomes defiant in your science lesson and put them in the drama studio where they can devise, create and express themselves you can often see a completely different student and this could present you with opportunity to build a positive relationship away from the negative environment of the subject they dislike. So many times I have taught students in both subject and this has given me great opportunity to know them better, how they work, how they think, how they learn by seeing them a variety of situations, environment and activity. This in turn allow me to more effectively provide bespoke support fort student in both subject, in turn allowing them to achieve success in both. Additionally you often see how they interact with different students, due to the make up of the two classes. This can in turn influence behaviour management strategies, seating plans or even how you engage with the student in different environments. It is definitely always beneficial to find opportunity to see students in different contexts outside your class room, be that other subjects, form times, extra curricular activities, or even trips and residentials so you can learn and understand how to best support them in your classroom.

4. Cross curricular opportunities:

Science in its essence is quite a silo of a subject, which science teachers often hiding away in their prep rooms instead of venturing down to the communal staff room. Where on the other hand Drama is often a solidary environment where is often a department of one or two teachers. Therefore can be often paired up with other departments such as Music, English or even PE. Therefore where you are working across different departments it forces you to work with different members of staff you may not come in contact with otherwise. Instantly this provides more opportunities to share practice, ideas and experiences. It allows your to discuss and work with colleagues with potentially different perspective and experiences and learn from each other. It creates a shared community of values and ethos that works more effectively as a supportive team across the whole school. And simply sometimes you just need to "express yourself" away from the people you work most closely with and gain a different voice on a matter. 

Beyond this understanding different curriculums could help shape how they are taught, When teaching about lighting design and creating atmosphere in drama could that co-inside or be supported by the teaching of colour and light in physics. When teaching muscles and joints and movement in biology could that be supported or co-inside with the teaching of body language, movement or physical theatre in drama? I did a great STEM project on Kinesiology, combing Biology (the science behind movement), PE (the physical application of movement) and Drama (the creative application of movement).

Additionally, could getting to know the Art teacher, DT teacher or technician help with set design for the next school show? Could knowing the lab technician help when your students need a lab coat or random bit of equipment for their performance? Could knowing the drama teacher help you when you need an open space (like a drama studio) to teach the concept of changing states or the flow of electric currents in science through roleplay? 

5. Final thoughts

Above I have just outlined a few ideas and reflections I have from my time teaching two contrasting subject and really I have only just scratched the surface of each. I am sure as I build this blog I will return to each point and explore it in more detail and provide greater evidence informed rationale to each. But for now I will leave it with simply at the end of the day it provided variety to my day, it changed the pace from teaching the same topic five times in a day. It developed me into the teacher I am today, it allowed me to work with colleague and make friend with co-workers I probably wouldn't otherwise. And ultimately it allowed me to share my knowledge on and passion for two subjected I greatly love and inspire more students each day while doing what I enjoy doing, which is standing in front of a group of people talking about what I love and making a fool of myself while doing so.

So if you get the opportunity to teach two subjects next year, don't groan at the potential extra workload but embrace the possibilities and opportunities it will provide to make you a better teacher.

Until next time.

TDB.