Following the unexpected death of our much loved Chairperson, Aine Lark, this post is now vacant.
I have years of experience teaching Drama in Peterborough and Sheffield, in teaching pastoral and leadership roles around the arts and community, delivering drama in primary schools and creating networks between cultural organisations and schools that enriched student engagement. I studied at Bretton Hall, have a PGCSE from Homerton, AST certification, a Masters from Central and a NCSL qualification. I love teaching and learning and believe drama in schools should be an entitlement for all, as well as a respected, creative and challenging option for KS4 and beyond. I have been a member of National Drama for years. I am currently a Drama teacher in a Barnsley school, teaching Y7 – 13, doing what I can to challenge the Ebacc and champion Drama in schools.
I am an ESOL and English secondary teacher, Greek language teacher, drama facilitator, PhD researcher and secretary at National Drama. Wearing all these hats I have realised how beneficial and handy is the skill of drama for an educator. My doctoral research focuses on L2 vocabulary acquisition through drama and the latter has been proved as one of the most creative, enjoyable and efficient ways of learning a language. I consider drama not only as art but also as a teaching medium capable of satisfying every learner’s expectations.
I have a lot of experience as a Drama teacher having worked as a class teacher in both Primary and Secondary Schools, as Head of Drama, Advisory Drama Teacher and as Leader of a TiE Team. Currently I edit Drama Magazine and Drama Research and am Treasurer but I am also Co-ordinator of London Drama and a Trustee of Southwark Theatres Education Partnership (STEP) and Blue Elephant Theatre in Camberwell.
I am passionate about the value of drama and deplore the way the creative arts are being marginalised in our schools. I have campaigned strongly against this at every opportunity including lobbying outside parliament.
I am hugely proud of being involved in the creation of National Drama and being its first Membership Officer. It was an auspicious time: National Drama was “born” in November 1989, the same week the Berlin wall was taken down. Sadly, after the euphoria of those early years, the plight of drama has worsened considerably.
In the past 29 years I have served the association with zest and total commitment and at different times have taken on the roles of SEN Officer, Publicity and Marketing, Liaison Officer as well as being Membership Officer twice. We have always worked as a team so I have supported course and conference organisation too.
Professionally, my first job was as a drama teacher in a 9-13 middle school. I then set up a children’s theatre/TiE company which I ran as a co-operative and acted in for 8 years. We toured Northern Ireland at the height of the troubles, visiting schools in the Falls Road and in Central Derry. I then chose to work as a primary school teacher and became increasingly involved in using drama with children who had a wide range of special/additional needs.
Having recently retired I now have even more time to support drama, and all those involved in drama, through ND.
I am the Subject Leader for PGCE Secondary Drama at the Institute of Education, University of Reading.
Trained as a secondary Drama teacher, my professional career prior to the University of Reading was in Theatre-in-Education, Community and Youth Theatre.
I am co-director of the School of Playback Theatre (UK) and am an accredited trainer in Playback Theatre, regularly delivering training in both the UK and abroad. I am also published in the fields of Playback Theatre and Disability Theatre.
As FE/HE Officer for National Drama I hope to re-ignite debates about our subject and to foster discussion concerning the very nature of a drama curriculum in order to support the fight for drama in our schools.
I am the head of Performing Arts at a large comprehensive school in
West London, a freelance director and a PhD researcher.
Unfortunately, there is often a mismatch between the needs of young people and what is available to them. Drama lessons can provide important opportunities for young people, but curriculum time given to Drama by schools, and uptake, particularly at GCSE and A Level, is falling. At many schools, Drama is side-lined, and taught as an extension of English, or means to support achievement in English, instead of as a discipline in its own right. National curriculum reforms, including the introduction of the EBACC, have meant that the creative arts are becoming increasingly marginalised.
I am passionate about finding opportunities to advocate for Drama in secondary schools and, for this reason, I am keen to work with like-minded people to give our young people a greater voice.
We welcome our latest member of the ND Executive Committee, Sharon Coyne, who was elected as Theatre Officer at the 2020 AGM. Her details wil lappear here soon.