Safe Practices for the Dramatic Arts SEPTEMBER 13, 2020 Authored by Jim Alexander
2
Contents Why are Dramatic Arts Important Now ............................................................................................................. 3
Rational for Dramatic Arts ............................................................................................................................. 3
Dramatic Arts and Social Emotional Learning ............................................................................................. 6
What is Social Emotional Learning ........................................................................................................... 6
Keeping connections are still possible ....................................................................................................... 7
Aspects of the COVID 19 Virus and Provincial Regulations that Dramatic Arts Teachers need to be
aware of .................................................................................................................................................................. 7
Understanding Transmission COVID-19 ................................................................................................. 7
Provincial Guidelines .................................................................................................................................. 7
Province of Manitoba Response levels ...................................................................................................... 8
What this could look like in Manitoba Performing Art Classrooms ................................................................ 9
Physical Space ............................................................................................................................................. 9
Recommended PPE Equipment ............................................................................................................... 10
Other equipment ....................................................................................................................................... 10
Recommendations for Rehearsals...................................................................................................................... 10
Rehearsals/class time: ............................................................................................................................... 10
An Example ............................................................................................................................................... 10
A Note About Assessment ......................................................................................................................... 11
Recommendations for Performance .................................................................................................................. 11
General Resources ............................................................................................................................................... 12
Specific Resources for Dramatic Arts ............................................................................................................... 13
Acting Resources ............................................................................................................................................ 13
K-8 Resources ................................................................................................................................................. 14
Technical Theatre .......................................................................................................................................... 14
Platforms & Programs ................................................................................................................................... 14
Sample COVID Questionnaire...................................................................................................................... 15
Other Guidelines ................................................................................................................................................. 16
Manitoba Film ........................................................................................................................................... 16
Royal Winnipeg Ballet .............................................................................................................................. 18
British Columbia ....................................................................................................................................... 18
Britain ........................................................................................................................................................ 19
Acknowledgements .............................................................................................................................................. 22
References ............................................................................................................................................................ 23
3
Introduction
This document is to be used as a reference for Dramatic Arts teachers. It was created to draw attention to safety
procedures and practices that would also support the Dramatic Arts as well as state the value of Dramatic Arts
programing throughout the reopening of schools. In addition to this information, there are resources and links to
assist with lesson plans for students and assist teacher organizing programming.
Since every school division has their own unique challenges and obstacles, included in this document there is
information from other jurisdictions and industries. This information is included to inspire and provoke thought.
With the approval of local administrations, teachers may choose to consider some of these approaches in their
programming.
This document does not supersede any provisions policies or directives put out by school divisions or provincial
or federal health departments.
As specialists, Dramatic Arts teachers must assert the importance of the Dramatic Arts and advocate for the
positive impacts that such programming has on students. The Dramatic Arts encourage students to express
themselves in meaningful ways. In addition, the Dramatic Arts enhance multi-intelligences and social
intelligence. The benefits of the Dramatic Arts can be seen in student achievement throughout all academic
courses. It should not be forgotten that Fine Arts programing is a key part of a student’s education in Manitoba.
Students participate in the Dramatic Arts throughout K-12.
It should be noted that the primary focus of this document is on middle and senior years Dramatic Arts
programing. Elementary programs will find that many of the resources will be appropriate and the guidance
around safety measures significant.
Why are Dramatic Arts Important Now
During the upheaval of the COVID-19 pandemic students have been put into stressful situations. Through out
these uncertain times students have turned to the arts to find comfort, stability, and creativity.
By ensuring thar Dramatic Arts is part of the reopening and hybrid teaching models, students will have an
enriched environment to participate in. The benefits of the Dramatic Arts can be seen throughout curriculums
and can increase engagement, attendance, and involvement of students in a school’s community.
Rational for Dramatic Arts
The following is taken from the overview within the Manitoba Drama Education curriculum document. It
highlights the value Dramatic Arts has on a student education and development.
“Dramatic arts education develops important disciplinary and cross-curricular competencies for learning and
living well together in an interconnected world. Research indicates that well-designed dramatic arts education
contributes to learning engagement, self-efficacy, and a wide range of positive academic, social, and emotional
effects. Dramatic arts education offers learners diverse, unique, and powerful ways of perceiving and making
meaning about the world. Dramatic arts education is important because . . .
4
1. The dramatic arts have intrinsic value. The dramatic arts are a vital, integral part of all human experience,
culture, and history, and have expressed and enriched life since the beginning of time. The dramatic arts help
develop understanding of self and the world. They profoundly engage body, mind, and spirit to communicate
ideas and feelings that often cannot be expressed by any other means.
2. Dramatic arts education develops creative, critical, and ethical thinking. Creative processes, imagination, and
innovation developed through dramatic arts education are important for both artistic and everyday creativity. *
Critical and creative thinking are uniquely positioned in dramatic arts education and are essential for learning in
today’s world. Dramatic arts education provides space and opportunities for learners to explore and
communicate complex ideas and emotions. Learning in the dramatic arts invites open-ended, emergent, and
dialogic thinking. When learners seek possibilities, and envision and consider alternatives, they develop
capacities for tolerating ambiguity and uncertainty. Learners become aware that questions have more than one
answer, that problems have multiple and sometimes unexpected solutions, and that there are many ways to
convey thoughts and ideas. Through the dramatic arts, learners critically observe, analyze, and act in the world.
Critical thinking and reflection in dramatic arts education support the development of ethical thinking. By
identifying and discussing ethical concepts and issues related to dramatic arts education, learners apply ethical
principles in a range of situations.
3. Dramatic arts education expands literacy choices for meaning making. In today’s multi-faceted world, literacy
is defined as much more than the ability to read and write print text. The texts that fill the world of today’s
learners are multi-modal and combine print, digital, physical, aural/oral, gestural, spatial, and visual texts, along
with many more.
Drama/theatre is considered an expressive form of literacy with a unique set of language, skills, knowledge, and
practices. The dramatic arts are important ways of knowing that expand learners’ repertoire of literacies needed
to make and communicate meaning in diverse and evolving contexts. Ways of knowing in the dramatic arts are
unique and powerful affordances* and resources for making meaning that are not always possible through other
representational forms.
In this shifting and complex world, literacies are interconnected and codependent. Since all literacies contribute
to meaning making in different ways, it is important for learners to develop a diverse range of literacies,
including artistic literacies, from which to choose, depending on meaning-making needs and contexts.
A wide range of available literacies creates opportunities for learners to make meaningful literacy choices and to
produce and consume new forms of texts by combining and recombining literacy resources.
Drama/theatre literacy empowers learners with new meaning-making resources and facilitates ways of knowing
in other forms, such as print-based literacy and numeracy.
4. Dramatic arts education contributes to identity construction. “The ability to define oneself rather than
allowing others to do it for us is one of the advantages offered by the arts” (Canada Council for the Arts).
Through dramatic arts education, learners have profound ways to define themselves and to construct personal
and artistic identities. Developing artistic identity as a member of a dramatic arts community promotes a sense
of belonging, unity, and acceptance.
5
Learners explore, negotiate, and express personal and artistic identity through creating, consuming, and
responding to the dramatic arts. Learners examine the ways that the dramatic arts reflect, shape, and comment
upon societal and cultural beliefs and issues to develop understandings about social and cultural identity.
The dramatic arts offer individual and collective means of self-expression—ways of illuminating the inner world
and connecting to the outer, and ways of expressing the intangible.
5. Dramatic arts education develops communication and collaboration competencies.
The dramatic arts provide unique and powerful tools and processes for communication and collaboration that
transcend time, place, language, and culture. The collaborative nature of dramatic arts education nurtures
positive relationships and interactions. Learners are able to communicate emotion and ideas through an
expansive and powerful repertoire of dramatic arts language and practices.
Using dramatic arts language and practices, along with information and communication technology, generates
opportunities for learners to build and deepen relationships with other learners, dramatic artists, and
communities.
6. Dramatic arts education develops intercultural competencies. Through dramatic arts education, learners
develop intercultural understandings as they engage with and learn to value others’ cultures, languages, and
beliefs. By engaging hearts and minds, the dramatic arts cultivate empathy and compassion for self and others.
Understanding how others think and feel is necessary for intercultural awareness and competency and for
navigating and negotiating the complexities of the world. These qualities are key to developing leadership,
social responsibility, and active democratic citizenship.
7. Dramatic arts education is essential for well-being.
Dramatic arts education can improve and enhance social, emotional, physical, and spiritual well-being and
resilience. Well-being and resilience are vital for positive interpersonal relationships and learning engagement.
The capacity for dramatic arts education to deeply engage learners can enhance self-belief and self-esteem, and
sustain perseverance and commitment. These qualities lead to improved school attendance and successful
learning.
The dramatic arts offer unique ways and safe spaces for learners to examine and give voice to ideas and feelings
that cannot be expressed by words.
8. Dramatic arts education supports sustainable development. Dramatic arts education offers opportunities for
learners to engage in issues of cultural, social, political, environmental, and economic forms of sustainability.
Dramatic arts education plays an important role in Manitoba’s goals for sustainable development. The document
Education for a Sustainable Future: A Resource for Curriculum Developers, Teachers, and Administrators
(Manitoba Education and Training) highlights community and culture, the economic viability of arts and
cultural enterprises, and the preservation and nurture of heritage and culture as crucial sustainability issues.
6
Cultural sustainability and social well-being are essential and integrated components of an equitable quality of
life and a sustainable future for all Canadians.
Social and personal competencies developed through dramatic arts education foster leadership, social
responsibility, and environmental and global awareness, which are crucial for the successful future of
sustainable development.
9. Dramatic arts education is transformative learning. Learning in the dramatic arts has the potential to foster
transformative learning (Mezirow, “Transformative Learning Theory” 19) and change the ways people view the
world. Transformative learning draws on new ways of knowing and being so that learners are empowered to
challenge assumptions and develop agency, identity, and self-direction for their lives.
Arts-based processes have powerful transformative potential “because they tap into embodied knowing, honor
emotions, and create spaces for rehearsal for action . . . . and imagining of alternative realities” (Butterwick and
Lawrence 44).
The transformative power of dramatic arts education inspires learners to be leaders, innovators, and community
builders, and to address critical challenges of their times.
10. Dramatic arts education fosters human flourishing. Dramatic arts education brings joy to self and others; it
illuminates, deepens, and enriches learning and life.”
In addition to this Dramatic Arts programming can be used across the curriculums to enhance motivation and
engagement in all academic classes.
Dramatic Arts and Social Emotional Learning
“Welcoming Students Back: Restoring safe Schools”, clearly states that, “mental health and Wellbeing is critical
for reopening plans.” Dramatic Arts programing can be an essential part of the reopening plan. By providing
the students with an outlet they will find dealing with the crisis more palatable.
What is Social Emotional Learning
CASEL defines Social Emotional Learning as, “Social and emotional learning (SEL) is the process through
which children and adults understand and manage emotions, set and achieve positive goals, feel and show
empathy for others, establish and maintain positive relationships, and make responsible decisions.” Dramatic
Arts education and Social Emotional Learning is inseparable. Throughout a student’s experience with the
Dramatic Arts, they will have the opportunity to explore, experiment, empathize, communicate and create. The
benefits of this development extend beyond the classroom and into the students’ lives.
In the document, “September Ready Fall 2020 Guidance for Arts Education Report, Arts Ed NJ, Dramatic Arts
education promote social emotional learning by:
• The relationship built between arts teacher and students over multiple years of instruction fosters the
caring environment necessary to help build school connectedness and foster empathy.
7
• The perseverance needed to dedicate oneself to artistic excellence fosters resiliency both in and out of
the arts classroom.
• Artistic creation fosters self-awareness and allows students to develop a greater sense of autonomy and
emotional vocabulary.
• The collaborative community developed in the arts classroom welcomes discussions and an awareness
of acceptance and embracing diversity.
• Through the arts students learn the necessity of personal goal-setting, self-assessment, and
accountability as they develop high standards for their artist endeavors and themselves.
• Arts education provides developmental experiences that actively allow students to practice and hone
social emotional competencies.
Keeping connections are still possible
Maintaining relationships and contact with students can still be possible. Though teachers may feel limited due
to the necessary constraints placed on staff, there are some measures that can be taken.
• Ensure that there is a class. Advocate for Dramatic Arts programming.
• Ensure the students that they can still do meaningful work.
• Meet with students online (via Zoom, or Teams)
• Try and have in person rehearsals and classes
• Smaller projects may be more achievable then larger ones.
• Short scenes or small projects can be shared with the school to add positive energy to the schools
climate.
Aspects of the COVID 19 Virus and Provincial Regulations that
Dramatic Arts Teachers need to be aware of
The following information has been taken from the Provincial Document: Welcoming our Students Back:
Restoring Safe Schools. The following are some highlights that could directly impact teachers who administer
Dramatic Arts courses.
Understanding Transmission COVID-19
The Virus is most commonly spread from an infected person through respiratory droplets generated through
coughing, sneezing, laughing, singing and talking. It spreads more easily when contact is close (within six feet
or two metres) and prolonged (more than 15 minutes). COVID-19 can also be spread by close personal contact,
such as touching or shaking hands, or touching something with the virus on it and then touching one’s mouth,
nose, or eyes before cleaning one’s hands. Some people who have few or no symptoms can spread COVID-19.
(Welcoming Students Back: Restoring Safe Schools, pg 9)
Provincial Guidelines
• Physical Distancing Physical distancing of two metres or six feet between all individuals should occur
whenever reasonably possible in a school setting. The maximum number of individuals congregating
(i.e., close interactions among people longer than 15 minutes) in a common space for indoor and
8
outdoor settings must comply with the most up-to-date public health orders at
https://www.gov.mb.ca/covid19/soe.html#current.
• Where possible, arrange spaces to encourage the recommended separation. For example, space children
to avoid close contact and assign a designated chair and table for each child.
• Schools must manage the flow of people in common areas, including hallways, to minimize crowding
and allow for the ease of people passing through. Young children need easy-to understand visual
prompts. For example, use tape on the floor, hoops, mats, or other items that can mark off personal
space. Another idea is to organize play activities with a visual cue about how many children should be
in that area (e.g., two chairs next to an activity with markers or numbers taped to the floor). 11
• Implement the practice of staggered entrance and exit times, or use separate entrances
• Avoid close greetings (e.g., hugs and handshakes).
• Stagger staff break times and avoid large, in-person staff meetings.
• Assemblies and gatherings are discouraged, and those that exceed public health advice may not be
scheduled.
• Physical barriers can be used, where appropriate, when physical distancing cannot be maintained. This
includes plexiglass barriers for high-traffic areas, such as reception desks and check-out counters. These
must be implemented with a plan for frequent cleaning and sanitizing for infection prevention and
control.
• Masks are required
• Don’t mix students from Cohorts work within the cohort.
Province of Manitoba Response levels
The Province of Manitoba will modify its response level as needed. How this impacts practice in schools varies
depending on many variables. It is best practice to wait for guidance before making changes to practice.
There are four response levels:
Green: Limited Risk
The spread of COVID-19 is broadly contained and a vaccine and/or effective treatment for COVID-19 is
available.
Transmission of the virus is at very low to undetectable levels between household and close contacts. There may
be single or isolated small outbreaks, which are quickly contained. Community transmission is low to
undetectable. Learn more about possible restrictions at this level.
Yellow: Caution
Community transmission of COVID-19 is at low levels.
Household and close contact transmission could be occurring in Manitoba. There may be single or isolated small
cluster outbreaks which are quickly contained. Community transmission is low to undetectable. Learn more
about possible restrictions at this level.
9
Orange: Restricted
Community transmission of COVID-19 is occurring. However, the virus is being transmitted at levels that
public health and the health system can manage.
New clusters are more common, but can be controlled through testing and contact tracing. The health care
system is able to manage COVID-19 case levels. Learn more about possible restrictions at this level.
Red: Critical
Community spread of COVID-19 is not contained and/or there are significant strains on our health care system.
The virus is being transmitted at levels that public health and the health system cannot manage. Extensive
community transmission is occurring. There are widespread outbreaks and new clusters that cannot be
controlled through testing and contact tracing. The health care system may be close to or over capacity. Learn
more about possible restrictions at this level.
https://www.gov.mb.ca/covid19/restartmb/prs/system/index.html
What this could look like in Manitoba Performing Art Classrooms
Even with all of the necessary protective measures Dramatic Arts programing can still be successfully
implemented.
Consider the organic nature of performance. Speaking specifically about acting, performance should never be
planned down to the micron. For a natural, truthful, authentic performance an actor must live in the moment and
create in that moment. Basic preparation (such as memorization, general planning, general blocking, character
development, etc.) can be done of site or over platforms such as Teams or Zoom. When it is time for in person
rehearsal the blocking can be planned out incorporating necessary safety measures and can be taped out on the
floor to assist the students. The product will still be authentic and strong because performance is “in the
moment”. Every movement should not be planned to the minutia. Students will be able to create truthful
authentic moments out of their interactions on stage.
Physical Space
Most classrooms in which Dramatic Arts teachers teach in are large enough to maintain physical distancing.
When possible, the class can be run outside. This could facilitate larger group activities or activities that may
involve the students to raise their voices. Ventilation measures should be discussed and considered with
administration. Options such as opening windows or door can assist in enhancing ventilation.
Other measures that would assist in adapting a Dramatic Arts space are:
1.) Ensuring that time is set aside to sanitize between classes
2.) Entrances and exits should be assigned and should not overlap
3.) Spaces can be marked out for each student on the floor with blocking tape (2 meters x 2 meters)
10
4.) Space can be staggered to maintain physical distancing
5.) The teacher can have a designated “teaching area” that can be taped off
6.) Discourage the use of couches or “soft” furniture
7.) Teacher can provide minimal props that will be needed to be wiped down.
8.) Students should not go into storage areas to retrieve props, costumes, etc.
9.) Costumes are not to be distributed or shared. Costume areas should be sectioned off.
Recommended PPE Equipment
1.) Masks
2.) Approved Sanitizing solution and wipes
3.) Face shields
4.) Gloves
Other equipment
1.) Blocking tape to mark off where actors can move (multiple colors if possible)
2.) Scripts for everyone, as well as a few extra (there should be no sharing)
3.) Avoid sharing props between students. Props should be able to be sanitized down after use. Teachers
will need to be aware that some solutions may damage props.
4.) Avoid providing costumes. Students can provide from home and should not share with other students.
Recommendations for Rehearsals
Dramatic Arts is visual art form in which student would prepare work to show to others. This presents many
challenges when COVID-19 protocols need to be factored in.
Rehearsals/class time:
Here is some guidance around rehearsal.
• Smaller rehearsals, with no kids gathered waiting to begin
• Host virtual rehearsals whenever you can
• Hold shorter rehearsals
• Consider utilizing outside performance spaces
• Encourage students to bring their own marked water bottles, and masks
• No sharing of food or beverages
• Wipe down or spray all surfaces—chairs, set pieces, props, rails, technical hardware, etc.— before and
after rehearsal, using CDC-approved disinfectants
• Provide scripts for each student—ideally digitally—that honor copyright restrictions
For some tips around running a rehearsal on Zoom or teams go to the following link:
https://americanrepertorytheater.org/virtual-workshop-tips/
An Example
This is an example of how a scene could be prepared in class.
1.) Selectivity of scenes will be important. Scenes that require physical intimacy or contact (hugging,
kissing, holding hands, stage combat, etc.) should be ruled out for the time being.
11
2.) Rehearse and perform outside whenever possible.
3.) Creatively blocking to ensure separation will need to be part of rehearsal. This may require some
adjustments to the original scene but most work should be adaptable.
4.) Be cognizant of raised voices. Yelling and projection will release more droplets into the air. As a
different acting choice, the performer could use a more subdued but firm tone instead of shouting.
5.) Props and costumes should be provided by the cast and should be sanitized. Ideally, a scene that a prop
is being passed back and forth should be avoided. However, it is possible that the wiping down of a
prop could be incorporated into a scene or done off stage when it is not being focused on.
6.) Minimalism is not a bad thing. Students can get focused on the reliance of props and scenery. There
are educational benefits for a minimalist approach. The actors will need to tell the story, with their eyes,
gestures and intonation and not rely on backgrounds and props.
7.) Filming is an option for the delivery of product. This can be used for assessment or for public
consumption.
8.) Students can perform with masks, in conjunction with other safety measures.
The previous suggestions can be adapted for any lesson in a Dramatic Arts classroom.
A Note About Assessment
As teachers and professionals, we are entrusted to assess a student’s achievement. These are unique times that
demand that teachers adjust their assessments. During this time teachers and students will find themselves
touching upon different educational objective than they may have in the past. Adjusting lessons and
assessments will go hand in hand.
An example would be if a student submits work that has been poorly filmed. Was the goal of the assignment
filming or was it the skill being demonstrated? Assessment should reflect what the goal of the assignment was
to be.
Teacher may also wish to consider that students may be creating and filming presentations in environments that
do not support the Dramatic Arts (ex. Bedrooms, basements, outside locations, etc.) Some latitude may want to
be considered since these are less than ideal environments may be more of an obstacle than a young person can
overcome.
Recommendations for Performance
At this time performing for a “live” audience is not recommended. Recording presentations and placing them
online. Private YouTube channels can be set up and student work posted for a limited time.
Student performing for students is also valuable. Performing for the class can provide opportunities for learning
and growth.
Recommendations for full, public performance will be released in the future.
12
General Resources
Here is a list of resources that contain information that can inspire teachers in the classroom. By no means is
this list finite. However, you may find some valuable information or inspirations here.
Manitoba Dance Curriculum
https://www.edu.gov.mb.ca/k12/cur/arts/dance/index.html
Manitoba Dramatic Arts Curriculum
https://www.edu.gov.mb.ca/k12/cur/arts/drama/framework_9-12.html
Theatre Folk
https://www.theatrefolk.com/
Canadian Network for Arts and Learning
https://www.eduarts.ca/
Protective Personal Equipment Resources
https://www.gov.mb.ca/covid19/prepareandprevent/index.html
Cleaning Resources
https://www.canada.ca/en/health-canada/services/drugs-health-products/disinfectants/covid-19/list.html
13
Specific Resources for Dramatic Arts
The following list came from: SEPTEMBER READY Fall 2020 Guidance for Arts Education. This document
was produced by New Jersey Department of Education, New Jersey State Council on the Arts, New Jersey
Education Association, New Jersey Principals and Supervisors Association, New Jersey PTA, New Jersey
School Boards Association, New Jersey Art Administrators Association, New Jersey Music Administrators
Association, Arts Ed NJ, Art Educators of New Jersey, Dance New Jersey, New Jersey Music Educators
Association, New Jersey Thespians, Speech and Theatre Association of New Jersey, Geraldine R. Dodge
Foundation, Grunin Foundation, Montclair State University, Rowan University, and Young Audiences of New
Jersey and Eastern Pennsylvania.
Acting Resources
1.) Spreadsheet of resources from MTEA
https://drive.google.com/file/d/19RKaGux1Bak2N2TE-YxHCd7_T5FCjvHk/view
2.) Theatre Folk Create Your Own Choice Board
https://www.theatrefolk.com/products/create-your-own-choice-board-drama-activities/sample.pdf
3.) Theatre Folk: Vocal exercises
https://www.theatrefolk.com/blog/vocal-exercises-and-physical-performance-exercises/
4.) Theatre Folk: Free Resources
https://www.theatrefolk.com/free-resources/acting
5.) Theatre Folk: 2 Person Scenes
https://www.theatrefolk.com/free-resources/two-person-scenes
6.) Improv and community Building games
https://docs.google.com/spreadsheets/d/1b9BHQ4f8UGdBRKM4HN-
3nakXi3aN_O_Y2ORNKZS9zRA/edit#gid=0
7.) Theatre Folk: Individual Performances
https://www.theatrefolk.com/blog/monologue-individual-performance-exercises/
8.) Theatre Folk: Larger Projects
https://www.theatrefolk.com/blog/larger-projects-
isps/?utm_source=Theatrefolk+Newsletter&utm_campaign=f078cb4a6a-
EMAIL_SPOTLIGHT_2020_APRIL1_NEW&utm_medium=email&utm_term=0_9393de0ed8-
f078cb4a6a-54413081&mc_cid=f078cb4a6a&mc_eid=d360a736fa
9.) Theatre Folk: Classroom Study
https://www.theatrefolk.com/classroom-
study?utm_source=Theatrefolk+Newsletter&utm_campaign=f739444ddc-
EMAIL_SPOTLIGHT_2019_NOVEMBER13&utm_medium=email&utm_term=0_9393de0ed8-
f739444ddc-54413081&mc_cid=f739444ddc&mc_eid=d360a736fa
10.) Theatre Folk: Shakespeare for Another time
https://www.theatrefolk.com/blog/shakespeare-set-another-time/
11.) Digital Theatre
https://www.digitaltheatreplus.com/education
12.) Theatre Folk: Play writing and written analysis
https://www.theatrefolk.com/blog/playwriting-written-analysis-exercises/
14
K-8 Resources
1.) Theatre Folk: Distance Learning
https://www.theatrefolk.com/distance_learning/Distance%20Learning%20Exercises%20-
%20Bekah%20Schneider%20videos.pdf?utm_source=Theatrefolk+Newsletter&utm_campaign=af4e4c
03aa-EMAIL_SPOTLIGHT_2020_APRIL29_NEW&utm_medium=email&utm_term=0_9393de0ed8-
af4e4c03aa-54413081&mc_cid=af4e4c03aa&mc_eid=d360a736fa
2.) Warmups and Improv
https://docs.google.com/spreadsheets/d/1b9BHQ4f8UGdBRKM4HN-
3nakXi3aN_O_Y2ORNKZS9zRA/edit#gid=0
3.) 5 Engaging e learning lessons for middle school Drama
http://www.dramayogi.com/blog/top-5-engaging-e-learning-lessons-for-middle-school-drama
4.) PBS Crash Course Theatre
https://www.pbs.org/show/crash-course-theater/
Technical Theatre
1.) 10 Educational Videos for Technical Theatre Students
https://performerstuff.com/mgs/10-educational-videos-for-inspired-technical-theatre-students/
2.) Theatre Folk: Technical Theatre
https://www.theatrefolk.com/blog/technical-theatre/
3.) Theatre Folk Technical Theater Activities
https://www.theatrefolk.com/distance_learning/Theatrefolk%20-
%20Distance%20Learning%20Technical%20Theatre%20Activities.pdf
4.) Theatre Safety
http://theatre%20safety%20%26%20tools%20for%20the%20stage/
Platforms & Programs
1.) Google Classroom
2.) Zoom
3.) Teams
4.) Go React
5.) Nearpod
6.) Pear Deck
7.) DigitalTheatre+
8.) StageAgent
9.) Screencastify
10.) Padlet
11.) Edpuzzle
12.) YouTube Livestream
**** Before using any of these resources ensure that you check with your division to ensure they are
supported or approved. ****
15
Sample COVID Questionnaire
The following is a sample Questionnaire is from the Manitoba Media Production Industry COVID-19 Safety
and Health Guide. This can be adapted for schools and used if deemed necessary.
STANDARD DAILY COVID-19 HEALTH QUESTIONNAIRE FOR PRODUCTIONS
To be completed by all employers, employees, contractors, visitors and subjects (including producers, cast,
background performers, interview subjects, crew, guests, visitors, etc.) prior to each work day whether on set, on
location, in a production office or in the offices of a production company in Manitoba.
Date: ________________________________
Name: ____________________________________________
Team or Pod if applicable: _________________________________
1. Have you completed the Shared Health Manitoba Screening Tool?
Yes ______ No ______
2. Did the Shared Health Manitoba Screening results advise that you should consult a medical
professional?
Yes ______ No ______
3. Have you travelled outside of Manitoba any time in the last 14 days?
Yes ______ No ______
4. Have you been in contact with anyone who has travelled outside of Manitoba any time in the last 14
days?
Yes ______ No ______
5. Have you, or anyone you’ve been in contact with, experienced any COVID-19 symptoms?
Yes ____ No _____
6. Have you tested positive for COVID-19
Yes ______ No ______
7. Have you been in contact with anyone who has contracted the COVID-19 virus?
Yes ______ No ______
I, ____________________________________ affirm that all of the above is truthful and I agree that I will
immediately notify the Producer or their designate (COVID-19 Safety and Health Supervisor/Department head
(must indicate who to report to)) of any information that would change my answers to these questions.
___________________ Signature
___________________ Parent Signature
16
Other Guidelines
The purpose of sharing this information is to inspire teachers to see how others are dealing with the pandemic
and think about ways they too can continue creating work and being safe.
Manitoba Film
The film industry in Manitoba has created a thorough document to support the media industry in Manitoba. In
preparation of this document the Government of Manitoba but also ACTRA, IATSE 856, City of Winnipeg Film
and Events Office, Film Training Manitoba DGC Manitoba, Manitoba Film and Music and the Manitoba Film
Liaison were all consulted. This team was able to create a series of protocols that would support the
performance arts industry to safely operate during the pandemic.
The following would be the regulations that could influence a performance arts classroom.
Physical Distancing
Employers must ensure processes, space and materials are available to facilitate physical distancing, and
employees, contractors and visitors must work with employers to ensure physical distancing is maintained.
- Ensure physical distancing of at least 2 metres (six feet) whenever reasonably possible.
- When physical distancing cannot be maintained, appropriate steps must be taken to minimize risk, this
may include the use of non-medical personal protective equipment.
- Maintain a single point of entry and discourage people from leaving and re-entering the premises
- Congregation of people must be actively discouraged by the employer through the use of posters and
floor markings indicating physical distancing. All common spaces such as meal service, rest, waiting,
staging, preparation, parking and washroom areas may be regulated by the employer to prevent
congestion
- Keep the number of people on set, on location, and in the production office to a minimum. This may
include “cohorts,” “teams” or “pods” – essentially organizing people into smaller groups that work
together. Staggered start times and/or shorter workdays may also be considered
- As much as possible, productions and production companies should limit the number of face-to face
interactions by facilitating tele-working whenever reasonably possible including holding preproduction
and production meetings and rehearsals virtually.
- • Use outdoor locations when possible.
Hygiene
Employers, employees, contractors and approved guests must not go to work if they are sick, they should
stay home and seek medical advice as appropriate.
- Employers must provide multiple hand washing (with running warm water)/sanitizing stations in every
workspace, near washroom facilities and food and beverage services. This includes at the entrance and
exit to all sets, office spaces, trucks, trailers, etc.
17
- Employers must provide signage regarding recommended COVID-19 health protocols including
instructions to: o Wash hands frequently and thoroughly (20 seconds), using hand sanitizer when warm
running water and soap is not available. This includes upon entering or leaving the premises, before and
after meals, after using the washroom, upon moving into a different workspace. o Avoid touching your
face. o Cough or sneeze into a disposable tissue or your elbow. Tissues should be disposed of in the
garbage immediately after use and hands should be washed or sanitized.
- Washrooms should be limited to one person at a time. • Sharing of food and personal items should not
be permitted.
Cleaning
Employers must ensure processes, space and materials are available to facilitate cleaning, and employees,
contractors and visitors must work with employers to ensure cleaning protocols are implemented.
- All employers, employees, subjects and contractors should clean and sanitize personal phones, laptops
or other equipment on a regular basis.
- Shared equipment (such as props, camera equipment) must be cleaned/disinfected frequently and after
each use (if it cannot be cleaned/disinfected between cast and crew, then it cannot be used).
- It is the employer’s responsibility to provide appropriate sanitization/cleaning supplies, schedules and
human resources for workspaces, common areas, equipment/supplies and high touch objects
Other Guidelines
- Productions with less than 10 people working at the same time are encouraged to designate a safety and
health representative, who is responsible for ensuring COVID-19 Safety and Health Guidelines are
being met on set, on location and in production offices in Manitoba
- Productions with more than 50 people working at the same time are encouraged to hire one person
dedicated to communicating and enforcing COVID-19 Safety and Health Protocols.
- Microphones will be cleaned before and after each user.
The entire booklet and guidelines can be found at: https://onscreenmanitoba.com/wp-
content/uploads/2020/07/MB-MPI-COVID-19-Safety-Health-Guide-July-3.pdf
18
Royal Winnipeg Ballet
The Royal Winnipeg Ballet has these protocols set in place for students.
• Students and teachers must wash their hand with soap and water, for at least 20 seconds, or use an alcohol-based
hand sanitizer before and after class.
• Students will be physically distanced 2M from one another.
• Students and teachers will be required to practice physical distancing measures while in the building and
studios.
• Students will be assigned to a specific studio for the duration of their program.
• Students will also remain with their primary teachers and must remain with their designated group.
• No access to changerooms or lockers; students are to arrive dressed for class.
• Limit the number of personal belongings to be brought into the building.
• Visitors and families are not permitted in the building.
• Studios will be cleaned and sanitized frequently and between groups. (RWB – Sept 20th, 2020
All of the guidelines, and updates, can be found at: https://www.rwb.org/news/article/rwb-organizational-
strategy-reopening-safely/
British Columbia
Currently the Department of Education in British Columbia does not have specific guidelines for all of the
Dramatic Arts. They seemed to have focused on Choir and Music. The guidance for Choir does have some
guidance that can cover all Dramatic Arts.
Speaking and singing lead to the release of large respiratory droplets, which are the primary route of
transmission for COVID-19. However, the forceful exhalations associated with loud singing can result in greater
numbers of particles being released. As a result, the risk of COVID-19 transmission is increased when people
are singing together in-person. This is especially true for large groups, spaces that do not allow for adequate
physical distancing, indoor venues with poor ventilation, and when microphones, music stands, or music binders
are shared.
• Anyone who has been diagnosed with COVID or who has symptoms of COVID-19 should not
participate in choir activities in-person.
• Public health recommends that people who are more likely to experience complications of COVID-19 –
including older adults – avoid singing with others in-person, especially in larger groups.
• Adults and children who are not ill should sing in groups that are no larger than 50 and follow
appropriate COVID-19 precautions (e.g., physical distancing, recording the contact information of
participants, and regular hand washing) and Orders of the Provincial Health Officer.
• Singing outdoors is best, or in a large indoor space with good ventilation.
• Avoid sharing equipment; if sharing must occur, clean and disinfect between users.
• Reduce the duration of indoor singing. Have practice intervals followed by breaks to allow rooms to
ventilate. The longer the duration of a practice where people are in close proximity, the greater the
chance of transmission.
• Make sure the social aspects of choir or band rehearsals are adapted for COVID-19 precautions. Don’t
bring or share food, opt out of physical greetings (like hugs or handshakes), and keep adequate physical
distance during breaks.
19
Britain
Britain has presented its teachers with guidance regarding curriculum and safety.
“Teach an ambitious and broad curriculum in all subjects from the start of the autumn term but make
use of existing flexibilities to create time to cover the most important missed content.”
Our arts students will need support to refresh and restoke their skills, abilities, and passions. They may need to
review past steps so as to move forward.
The British system acknowledges the value of the Dramatic Arts and advocates for its inclusion.
“All pupils should have access to a quality arts education. Music, dance and drama build confidence and help
children live happier, more enriched lives, and discover the joy of expressing themselves. There may, however,
be an additional risk of infection in environments where singing, chanting, playing wind or brass instruments,
dance and drama takes place.” (https://www.gov.uk/government/publications/actions-for-schools-during-the-
coronavirus-outbreak/guidance-for-full-opening-schools)
Here are some notable highlights from the British Guidelines.
• Maintaining social distancing wherever possible. Non-professionals should not engage in activities that
may lead to social distancing being compromised.
• Ensuring activity takes place outside wherever possible, including performance
• Limiting the number of performers as far as possible with non-professionals being restricted by rules
on meeting with others safely guidance. This means that non-professional Dramatic Arts activity,
including choirs, orchestras or drama groups can continue to rehearse or perform together where this is
planned activity in line with the Dramatic Arts guidance and if they can do so in a way that ensures that
there is no interaction between groups of more than 6 at any time. If an amateur group is not able to
ensure that no mingling takes place between these sub-groups of no more than 6 (including when
arriving at or leaving activity or in any breaks or socializing) then such non-professional activity should
not take place.
• Limiting the number of audience members, noting that capacity should be maintained at a level that
allows social distancing to be maintained
• Limiting the duration of social interaction opportunities i.e. rehearsals or performances as far as possible
• Taking steps to improve ventilation as far as possible and whenever possible, both through the use of
mechanical systems and opening windows and doors
• Taking steps to encourage audiences to support the overall safety of the event, including discouraging
activities which can create aerosol (such as shouting, chanting and singing along), seating individuals
rather than allowing them to stand (to help maintain social distancing) and the other mitigations outlined
in this guidance.
• Continue to take the other vital steps outlined in this guidance, including preventing unwell people from
attending, maintaining cleanliness, supporting contact tracing and other mitigating measures.
• Limiting the number of people in the venue or on the premises, overall and in any particular congestion
areas, for example doorways between outside and inside spaces
20
• Managing occupancy levels and changeover by reducing class, rehearsal group or audience sizes and
amending timetabling
• Allowing a sufficient break time between sessions or performances held to prevent waiting in groups.
• Managing performance scheduling so that audiences for different performances are not using the site,
premises or venue at the same time in a way that compromises adherence to social distancing, and to
allow for adequate cleaning.
• Considering using available spaces outdoors for performances with a live audience in attendance.
• Discouraging or avoiding gatherings such as performances or screenings that may encourage audience
behaviors that increase transmission risk, for example crowding, clustering or physical contact outside
of household groups or support bubbles.
• Providing space for performers and other attendees to be socially distanced from each other and from
any audience, production team members or other individuals, wherever possible during training,
rehearsal, pre-production, performance and any other form of Dramatic Arts activity.
• Working outdoors where possible. Where this is not possible, ensuring all rehearsal, training and
performance areas, with particular regard to indoor and covered areas, have maximum ventilation
whenever staff or audiences are present.
• Organizing and designing repertoire, rehearsals, training and performance to avoid situations where
performers cannot socially distance, wherever feasible.
• Reducing as far as possible any time that individuals are not able to maintain social distancing.
• Reducing group and cast sizes where possible to maintain social distancing. Conducting rehearsals and
training in smaller fixed teams wherever possible.
• Adapting live Dramatic Arts to ensure they are safe. If that is not possible, consider the use of
technology solutions to reduce interactions and ensure social distancing (for example for castings,
rehearsals, training and performance).
• Using floor tape or paint to mark areas to help people maintain social distance, where possible.
• Positioning side-to-side or back-to-back and avoiding working face-to-face wherever possible.
• Screening of anyone prior to entry into venues, which may include, but not be limited to, a COVID-19
symptom questionnaire.
• Considering using booths, barriers or screens between performers and any audience, noting that: The
effectiveness of the booth, barrier or screen varies substantially depending on the type of booth, barrier
or screen used.
• Reducing cast, orchestra and other performance group sizes wherever possible to enable social
distancing to be maintained.
• Maintaining social distancing wherever possible in rehearsals and performance. If close contact is
absolutely essential, minimizing this and using fixed teams where possible.
• Mapping out productions in advance of commencing in-person rehearsals.
• Learning lines or parts in advance to avoid carrying scripts in rehearsal.
• If performers are likely to spit during their performance, organizers should consider additional
mitigations such the use of face coverings or screens.
• Displaying scripts onto screens in rehearsal rooms to reduce contact requirements and to support
accessibility.
• Increasing use of technology in rehearsals such as to complete read-throughs, and in performance where
feasible.
• Avoiding rehearsing and performing face-to-face wherever possible.
• Performers attending rehearsals and performances only when required for their part.
21
• Changing the call schedules so that only those required are on-site.
• Detailing rotating of cast when entering and exiting the stage trying to minimize the number of people
working in the same area at the same time.
• Using radio, phone and video links where possible to avoid face-to-face contact.
The full document is very detailed and contains more guidance for the return of audiences. That is not our
reality right now but it is a good place to start when we get there. The guidelines can be accessed here:
https://www.gov.uk/guidance/working-safely-during-coronavirus-covid-19/performing-arts
22
Acknowledgements
Troy Scott
Tracey Groening
Sharon Labossière
Kyle Collins
James McLellan
Manitoba Drama Educators Association
Virginia Helmer
Beryl Peters
Manitoba Drama Specialists
Ontario Ministry of Education
Pembina Trails School Division
23
References
1776 Virtual Workshop Tips. (n.d.). Retrieved September 22, 2020, from
https://americanrepertorytheater.org/virtual-workshop-tips/
Arts Education. (n.d.). Retrieved September 12, 2020, from
https://www.edu.gov.mb.ca/k12/cur/arts/dance/index.html
Arts Education. (n.d.). Retrieved September 12, 2020, from
https://www.edu.gov.mb.ca/k12/cur/arts/drama/index.html
C. (2020). An Indicial Guide to Leveraging the power of Social Emotional Learning as You Prepare to
Reopen your School Community. Illinois, Chicago.
Canadian Network For Arts & Learning. (n.d.). Retrieved September 12, 2020, from
https://www.eduarts.ca/
Choirs and bands. (n.d.). Retrieved September 14, 2020, from http://www.bccdc.ca/health-
info/diseases-conditions/covid-19/community-settings/choirs-and-bands
COVID-19 Information & Resources. (2020, August 30). Retrieved September 14, 2020, from
https://onscreenmanitoba.com/covid-19-information-resources/
COVID-19 Transmission Risks from Singing and Playing Wind Instruments – What We Know So Far
[Government of Ontario Document]. (2020, September 7). Ontario, Toronto.
COVID-19. (n.d.). Retrieved September 14, 2020, from https://www.gov.mb.ca/covid19/index.html
Covid-19. (n.d.). Retrieved September 20, 2020, from https://www.rwb.org/news/article/rwb-
organizational-strategy-reopening-safely/
Guidance for full opening: Schools. (n.d.). Retrieved September 14, 2020, from
https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-
outbreak/guidance-for-full-opening-schools
JavaScript is required to view this site. (n.d.). Retrieved September 22, 2020, from
https://www.ontario.ca/page/approach-reopening-schools-2020-2021-school-year
Kisida, B., & Bowen, D. (2019, February 12). New evidence of the benefits of arts education.
Retrieved September 12, 2020, from https://www.brookings.edu/blog/brown-center-
chalkboard/2019/02/12/new-evidence-of-the-benefits-of-arts-education/
Manitoba Media Production Industry COVID-19 Safety and Health Guide [Guidelines for Media
Production in Manitoba]. (2020, July 03). Manitoba, Winnipeg.
New Jersey September Ready Fall 2020 Guidance for Arts Education. (2020, August 6). New Jersey.
24
Performing arts: Protocols for returning to operation. (n.d.). Retrieved September 14, 2020, from
https://www.worksafebc.com/en/about-us/covid-19-updates/covid-19-returning-safe-
operation/performing-arts
Province of Manitoba Pandemic Response SYstem. (n.d.). Retrieved September 26, 2020, from
https://www.gov.mb.ca/covid19/restartmb/prs/system/index.html
Santomenna, D. (2011). Are There Benefits of Theater Arts Programs in Schools? PsycEXTRA
Dataset. doi:10.1037/e661142011-001
Scott N. Edgar, A. (n.d.). Optimism Through the COVID-19 Disruption: Utilizing Social Emotional
Learning for Reflection and Growth. Retrieved September 23, 2020, from
https://sbomagazine.com/6934-optimism-through-the-covid-19-disruption-utilizing-social-
emotional-learning-for-reflection-and-growth.html
Search. (2020, September 10). Retrieved September 14, 2020, from
https://www.gov.uk/search/all?keywords=covid+schools
Sports Guidelines. (n.d.). Retrieved September 14, 2020, from
https://www.gov.mb.ca/covid19/restoring/sports-guidelines.html
Taylor, K. (2020, March 27). Why we need the arts, now more than ever. Globe and Mail.
Volckens, J., Dr., Goble, D., Phillips, R., Henry, C., Dr., & Pidcoke, H. (2020, June 23). Reducing
Bioaerosol Emissions and Exposures in the Performing Arts: A scientific Road Map for a safe
return from COVID 19. Colorado, Fort Collins.
Welcoming Our Students Back: Restoring Safe Schools [COVID-19 K–12 School Settings Practice
Guidance and Protocols]. (2020, August 24). Manitoba, Winnipeg.
Working safely during coronavirus (COVID-19). (n.d.). Retrieved September 14, 2020, from
https://www.gov.uk/guidance/working-safely-during-coronavirus-covid-19/performing-arts