Yes
Ed Boulter-Comer is a dad, a teacher and writer. Born on a television documentary, he danced with the London Festival Ballet, sang for popes and queens, and became the Director of Drama at Fettes College. He gives away free books at http://www.edboultercomer.com, and lives near the sea with his husband, children and two dogs.
Having another drama specialist to work with can be a wonderful security blanket. I have a colleague on a part timetable and it makes life more comfortable. But an increasing number of us work in single-teacher departments and there are things we can do to counteract the isolation.
There are things we can do to counteract the isolation
The British Red Cross has just released figures stating that six in ten people (60%) working in the education sector feel always, often or sometimes lonely. [The findings come from a nationally representative online survey of 4,000 UK adults – 266 from the education sector – conducted by Opinium from 30th October to 5th November 2018.] If you are in a department on your own, it is likely that there are significant numbers of other staff who might want to work on a project with you, and they might benefit from that professional and personal connection, as well as the opportunity to see the students in a different light. How many times do we contradict our colleagues in staff meetings, saying, ‘she's actually pretty focused in Drama’? For a non-drama specialist, seeing students as we do can be transformational.
Outside of school, though, we must be careful not to ask artists to give up their time for free. Often regional theatre companies have outreach programmes which are already funded. Use them. Does your local college or university have student writers or directors who need access to your pupils to try new material? Make friends there. One of the best things I have done to make collaborative friends recently was to attend the National Independent School's Drama Association conference in 2018 (run by the independent sector – open to all.) As well as workshops with Kneehigh, Graeae, Milk Presents and others, this has left me with a whole new hive-mind to raid. http://www.nisda.co.uk
Yes
Samantha O'Reilly is Head of Drama at Coombe Boys' School and has taught for sixteen years. In 2012 she became Drama AST for the Royal Borough of Kingston-Upon-Thames and in 2014 a Lead Practitioner. She trained at The Royal Central School of Speech & Drama.
Having spent the first five years of my teaching career as a one-person Drama department and the only trained Drama specialist in my school, my instinct was to answer (quickly) no to the question posed. I then took a moment to reflect (Drama teachers are good at that!)… I have been teaching Drama for seventeen years and certainly would not still be in the classroom and passionate about all our subject has to offer if it hadn't been for the varied, wide ranging support I received in my early years of teaching.
So upon reflection the answer changes to yes…but! There can be enough support available for one-person Drama departments so long as that ‘one-person’ is prepared to ask for it, seek it out and lean on those colleagues outside of their own institution who are happy to extend that helping hand or listening ear.
Social media is a platform that regularly connects one-person departments with other colleagues
Within my own school I sought out colleagues who recognised what Drama can do for young people and asked them to champion the subject. I asked for advice from subject experts who have similar challenges to us – the PE department became a fantastic ally in helping navigate the challenges of extra-curricular.
From a subject point of view I networked hard, including joining our subject association National Drama, working with other Drama departments, attending face-to-face training with exam boards and as much live theatre as possible. Participating in events like Shakespeare Schools Festival and the NT's Connections Festival also provided much needed support.
And now social media is a platform that regularly connects one-person departments with other colleagues. Facebook and twitter have strong supportive groups who allow voices to be heard and advice to be shared. Events such as the Music & Drama Education Expo and magazines such as Teaching Drama are also a brilliant source.
No
Peter Deam studied at the University of Wales, Aberystwyth before completing a PGCE in Drama & Contextual Studies at The University of Reading. As an NQT, he taught at St. Bartholomew's School, Newbury. After relocating to Orlando, Florida, he taught English at Freedom Middle School and was approached to lead a new Drama program, becoming Curriculum Leader of Expressive Arts. He is now Head of Drama at Hall School Wimbledon.
The one-man Drama department has become familiar territory for Drama specialists. In 2016, I began a new Drama programme at a middle school in Orlando. As more funding increased to introduce Theatre programmes, students at middle school level were given opportunities to learn new Drama skills and processes before stepping up to High School level. Each year I was given $500 (approx. £390). My Principal at the time fully supported my work and invested in our first musical, Disney's The Lion King JR. In 2018, I relocated to London and became Head of Drama at a private school and despite not having complete ownership of my department's budget, each time I approached my Headteacher for financial support for equipment and licence fees, the answer has always been a glorified ‘Yes.’
Attitudes to funding must change if we want the culture and perception of Drama education in our schools to change
Despite being given money to support actual shows, however, subject-specific classroom space lacks a purposeful setting. As Drama specialists, we have to be adaptable to the needs of our school and often have to fit a square peg in a round hole. I personally take the view that any type of performance can be adapted to any type of space (taking Peter Brook's teachings) but as Drama educators, we have to balance performance with the needs of education. If the science lab is for the scientist and the gym is to the PE teacher, then the Drama studio must be for the Drama teacher. Attitudes to funding, therefore, must change if we want the culture and perception of Drama education in our schools to change.
No
Paul Willcocks teaches Drama, English and Music at Ilford County High School for boys. He has worked as both actor and director and is currently a member of the Tower Theatre Company, recently appearing as Branwell in ‘Bronte’ and Valentine in ‘Arcadia’.
What a piece of work is a drama teacher? Certainly a resilient one. You have to be, as often the support you get in a one-person drama department is minimal.
Take the school play. Yes the school wants the kudos of another great production where all can applaud the élan of their students but was there enough support along the way to get them to that level? Hardly. In fact, if you hadn't had that loyal Year 12 who wants to take a directorship or that Year 10 whizz-kid who knows how to get the best out of your Jester 88, you'd never have got the show off the ground. And so what if you weren't even granted one lesson off your timetable – that's what Saturdays are for, isn't it?
There is a certain sense of smug satisfaction when it all goes right and it's all down to you
Or the coursework. Thank goodness for that lone drama soul two miles away with whom you can moderate the devising logs, but hey, you're both going to have to compare Gerard's use of gait in your own time. Got it? And no, you can't be released to attend the new specification course. Do it on-line.
Then there's Premises. They're great at emailing you to tell you that a cold cup of coffee was left out in 1992 but will they let you know when they decide to use your drama room to store the new fridge? Or when you suddenly find your drama room isn't a drama room any more but a venue for Year 9 Sex Education? And no, a back-up classroom hasn't been arranged, just go and find a space. Perhaps in the field.
And budgetary? Don't get me started…
But there is a certain sense of smug satisfaction when it all goes right and it's all down to you. Because who else was there?
Pinter Pause.