Yes

Karen Latto is an independent education adviser and CPD trainer, supporting the work of teachers across England and consults on a wide range of education projects. She is currently studying for a Masters of Education at Cambridge University in Educational Leadership and School Improvement.

Not so these days where Drama is being taught in a comprehensive way, enveloping and embracing the technical aspects, management and commercial facets. Many pupils are introduced to a wide variety of skills, ideas about careers in the industry and an experience of lighting & sound designs, marketing and programme design.

The new A Level, GCSE and BTEC courses have opened new avenues of thought, understanding and exploration of a whole raft of skills, encompassing the technical features of production work. Where possible, up-to-date electronic equipment is being used, which is vital to equip and provoke interest in the technical side of theatre. It is wonderful to see students taking the lead in these designs and, in some enlightened establishments, inviting professionals in to talk them through both the intricacies of the sound and lighting boards and their own careers.

In every school production I have undertaken, I have invited professional actors and tech teams in to enhance the students' enjoyment and inspire them into action. This has given an opportunity for those who may be interested in following a career in the industry to be offered work experience or professional advice; in fact, many of those professionals have continued to take an interest in our production work and have returned to do ‘An Evening With…’ for parents and students. This has been highly successful and has given parents an understanding of all that is involved.

Whether the students are given the programme to design or to market the production in their community, it is vital that everyone involved understands that their little bubble is mirrored in the industry and there are so many different careers to enjoy – not just acting.

Lucy Miller has been teaching Drama and English at Stowe School in Buckinghamshire since 2014. She has a PGCE from the University of Reading, a Master's Degree in Theatre: Writing, Directing and Performance from the University of York and a BA (Hons) in Drama from the University of East Anglia

I teach in an independent boarding school and I have witnessed a recent swell in student interest in the full range of roles involved in getting a play from page to stage.

The new specifications put increased emphasis on other disciplines, beyond performing. The AQA GCSE Component 1 exam begins with four questions that rely on student awareness of many roles in the theatre, from the theatre manager to the technician. What follows are a range of questions on their set text, some of which are focused on design disciplines, before they critique a piece of live theatre from their chosen viewpoint. The exam structure therefore acknowledges a wide range of specialisms, allowing candidates to tailor it to their interests.

The practical modules are no different. Over the past year, I have supported students through GCSE and A Level practicals as sound, costume, lighting and set designers. In our school productions, we use students as lighting and sound operators, stage managers and makeup artists. Students have vast opportunities to learn about these disciplines in a hands-on environment, something they find highly inspiring.

I recently attended a very useful inset offered by National Drama, ‘Designs on Drama’. The speakers stressed the importance of recognising candidates as ‘designers’, rather than ‘technicians’. The label ‘technician’, comes with a string of negative associations, of lurking in stuffy tech boxes in the darkest corner of the studio. With the term, ‘designer’, a more positive image is conjured, someone more creative, dynamic and artistic.

Ultimately, it comes down to the culture of the individual school and whether they have the resource and drive to recruit and support design students effectively, equipping them with the hands-on experience to make them industry ready.

No

Rhiannon Jones has 11 years of teaching experience in both state and private education. She has been head of department for seven years and has just embarked on a new role as head of drama at New College Worcester, a school for blind and visually impaired students

I am often approached by parents at open days, option evenings and parent appointments and told that their child loves Drama but wants to take something more academic for A Level as Drama or Theatre studies just isn't going to lead anywhere.

Over the years I have managed to use first-hand experience to combat this. The best example being an A Level student of mine who was offered a place at Oxford University with Economics, Theology and Theatre Studies as his three A Level options. Even though the tide may be turning in regard to how Universities look at students studying Drama in relation to going on to read or study for varying career paths, I still feel students are not told often enough about Drama careers beyond performing. When asked by parents, ‘But what sort of job can they get with Drama qualifications?’ I sigh. I manage quite well on my Drama qualifications in teaching, but there are so many other options to pursue in the industry other than acting. This extends to everything from lighting design to producing and stage management to arts administration.

I teach visually impaired students and they have really taught me a thing or two about expectations surrounding Drama, especially who can access what and how far you can go and achieve. The technical aspects of the GCSE/A Level courses and more specifically of BTEC courses have catered well for my students, giving them invaluable skills and they are able to put these skills into practice not just during the school productions and Drama lessons but in interviews, presentations and assemblies. So let's get the message out there that Drama skills are so transferable they can help future lawyers, journalists, teachers and so many more.

Sarah Lambie is the editor of Teaching Drama and Head of Content for the Music & Drama Education Expo. Having studied English at Cambridge University and acting at Bristol Old Vic Theatre School, she is a working actress and a tutor as well as a freelance editor and journalist.

In my roles at Teaching Drama and the Music & Drama Education Expo I am constantly talking to people from all over the drama industry: educators, students, practitioners, and those with careers in all aspects of the theatre world. In recent months a phrase which has kept recurring in correspondence has been one making reference to the ‘skills shortage’ in the backstage industry. It is well known that there is no shortage of actors entering the profession – it's one of the most oversubscribed career paths one can think of – but I'm constantly being told that in the other creative and practical roles available in theatre there aren't actually enough qualified and highly-skilled workers available in the market.

It seems clear to me that the origin of this problem must be in the teenage years: performing career paths are by definition very visible. Every young person knows what an actor is and has a pretty good idea of what becoming one might entail, but notwithstanding the education available on GCSE, A Level, BTEC and Cambridge Technical syllabuses from the major exam boards on skills such as lighting design, there is no denying the fact that it takes a good school drama budget and a confident teacher in the technical and design side of things to get the options across realistically and knowledgeably to their students.

And technical/stage management aspects aside, what about all the many other careers in the arts which are available to young people: theatre management, fundraising, marketing, casting, talent management and representation, producing, and so on. Events such as Theatrecraft and the Creative and Cultural Skills Conference do great work in disseminating information to young people about these matters – but there is always room for more.