Creating Safe Spaces

Overview

In this 60-minute lesson, students will explore the concept of a safe space within the context of drama. They will collaboratively develop ground rules for their classroom environment and discuss how these rules can enhance their performances while tackling the theme of bullying. This lesson aligns with the National Curriculum for Drama, specifically focusing on interpersonal skills and emotional development.

Objective

By the end of the lesson, students will be able to:

1. Articulate the importance of a safe environment in drama.
2. Collaborate to create a list of ground rules that promote respect and support.
3. Discuss how these rules can be applied to their performances.

Materials

• Whiteboard and markers
• Sticky notes (various colours)
• A4 sheets of paper
• Pens/pencils
• Chart paper
• Art supplies (markers, crayons)
• A timer

National Curriculum Links

• Drama: Develop improvisation and performance skills, particularly in a group setting.
• PSHE Education: Understand personal relationships, empathy, and the importance of respect and responsibility.

Lesson Structure

Introduction (10 minutes)

• Warm-Up Activity: “Feelings Charades”
  • Each student takes turns to act out an emotion related to bullying (e.g., feeling sad, angry, happy) while others guess.
  • Discuss how emotions play a significant role in drama and life, linking it to the importance of safety.

Group Discussion (15 minutes)

• Establishing Ground Rules
  • Facilitate a group discussion around what it means to create a safe space.
  • Pose provocative questions such as:
    • What makes you feel safe?
    • How can we ensure everyone feels valued?
    • Why are rules important in creating a positive atmosphere?
  • Encourage students to share personal experiences related to safety in drama and the classroom.

Collaborative Ground Rule Creation (15 minutes)

• In Groups of 4
  • Divide students into pairs. Each pair writes down 3 ideas for ground rules on sticky notes.
  • Regroup to share ideas and create a master list of ground rules on the whiteboard. Encourage creativity and inclusivity.
  • Organise the rules into categories (e.g., Respect, Responsibility, Communication).

Applying the Rules (15 minutes)

• Performance Scenarios
  • In their pairs, students will receive short scenarios related to bullying and will create a brief performance (1-2 minutes) demonstrating how to invoke their agreed ground rules.
  • Encourage the use of non-verbal communication, body language, and inclusive dialogue that reflects the created rules.

Closure and Reflection (5 minutes)

• Class Circle
  • Gather students in a circle and invite them to reflect on one ground rule they feel is especially important and why.
  • Discuss how they can carry the spirit of these rules into their future drama performances and classroom interactions.

Assessment

• Observe group discussions and performances for understanding and application of the created ground rules.
• Provide individual feedback as needed, focusing on communication skills and emotional awareness demonstrated during the activities.

Homework

• Students will write a personal commitment letter to themselves about how they will uphold these ground rules, both in drama and daily interactions, to be shared in the next lesson.

Teacher Notes

• Be prepared to guide discussions sensitively, especially if students bring up personal experiences related to bullying.
• Encourage a supportive environment where students feel comfortable sharing and contributing.
• Consider setting up a “Safe Space” corner in the classroom as a constant reminder of the ground rules and a place where students can feel freely expressive.

By focusing on emotional intelligence, respect, and collaboration, this lesson not only enhances drama skills but fosters a cohesive and supportive classroom community.