This is an introduction to the need to use structure within drama class to achieve a safe and equitable space. Within this document I explain the rationale for structuring the class, the processes which I go through to do so, and the two structuring effects I employ in order to accomplish this goal.
Structuring the drama class is essential to the equitable distribution of performance time and opportunities, the comfort levels of students dealing with individual levels of 'difference' from their peers, and in giving teachers daily opportunities in the ongoing teaching of dramatic skills.
In this document I explain my own approach to doing this, moving from the start of the class till the end through 4 stages: the physical and Improv warm-ups, the rehearsal period and the performance period. I also explain how the structured effect of the class activities, as well as involving students in their own choices, work within the class to allow for comfort, creativity and a strong sense of place.