Student Voice

Drama Student Perspectives on Teaching Staff in HE

Teaching Staff drama

By Student Voice

Course Structure and Content

In the area of higher education for drama students, the interaction between course structure and the teaching staff holds an important role in shaping the educational experience. The balance between practical exercises and theoretical knowledge is a key component that can significantly influence students' engagement and understanding. Teaching staff play a vital role in this balance, creating a process that supports individual learning paths while ensuring a solid foundation in drama theory. Through activities like text analysis, students can deeply look into literature and scripts, linking theory directly with practice under the guidance of their instructors. Furthermore, the flexibility of modules offered in drama programs allows students to tailor their studies according to their interests and career aspirations, with staff often adapting to facilitate these choices effectively. The voice of the student, gathered through surveys and direct feedback, continues to shape course content and teaching methods. This ensures that the educational process remains relevant and responsive to the needs of students. Importantly, engaging with student feedback helps teaching staff to refine their approaches, ensuring that both practical skills development and theoretical understanding are delivered in a clear and accessible manner.

Staff Engagement and Attitude

In considering the perspectives of drama students on the engagement and attitude of teaching staff, it becomes apparent how these elements significantly contribute to the student experience. Engaged staff who demonstrate a passion for their subject, and a genuine enthusiasm for teaching, can ignite a similar fervour among students, thereby enhancing their learning journey. Students often look for tutors who not only have in-depth knowledge but also possess the ability to care deeply about their learning process and overall welfare. Issues such as respect in the classroom, alongside concerns about favouritism, bias, and discrimination, are also important areas where student feedback has become incredibly important. Through student surveys and informal feedback mechanisms, institutions are starting to understand the impact of these issues on the learning environment. This feedback is being used to guide staff development and ensure that the learning atmosphere is both positive and productive. Respectful and unbiased interactions between staff and students are highlighted as key aspects of a harmonious educational environment, where every student feels valued and equally supported. The attitude of teaching staff towards students, demonstrating respect, fairness, and a dedication to student success, plays an important role in fostering a conducive learning atmosphere.


In the process of education for drama students, the way teaching staff communicate with their students is of undeniable importance. Effective communication ensures that students are clear about what is expected of them, both in terms of coursework and during practical exercises. Feedback from teaching staff needs to be both clear and consistent, enabling students to understand their strengths and areas for improvement. This area of communication is particularly important in drama, where nuanced performances and interpretations require detailed and supportive feedback. The responsiveness of staff to emails and queries also plays a significant role in maintaining an open line of communication. Students value teachers who are approachable and available during office hours, as this accessibility can significantly ease the educational process, helping to clarify doubts and foster a better understanding of the subject matter. Additionally, the student voice is increasingly being recognised as an important tool in improving communication channels. By actively listening to student concerns and suggestions, teaching staff can adjust their methods to better suit the needs of their students, thereby enhancing the overall learning experience. The importance of student-staff communication cannot be understated, as it directly impacts the effectiveness of teaching and the satisfaction of students within the drama department.

Guest Lecturers and Industry Professionals

In the dynamic area of drama education, the involvement of guest lecturers and industry professionals offers an important bridge between academic theory and real-world practice. These contributors bring a wealth of experience and insight directly from the heart of the industry, enabling students to gain a broader understanding of their future professions. The interaction with guest lecturers and professionals not only enriches the curriculum but also provides students with the opportunity to network and form connections that could be beneficial in their careers. This aspect of learning is especially important in drama, where understanding the nuances of the industry and forming professional relationships are key factors for success. Furthermore, sessions led by these industry insiders offer students a fresh perspective, showcasing the large variety of roles and pathways available within the field of drama. The practical insights shared by these professionals help to illuminate the process behind the art, giving students a clearer idea of what to expect once they step out of the classroom and into the world. The stories and experiences shared can inspire students, showing them the importance of resilience, creativity, and adaptability in their careers. For teaching staff, collaborating with guest lecturers and industry professionals not only diversifies the educational content but also reinforces their commitment to providing students with a relevant and engaging learning experience.

COVID-19 Impact

The pandemic has significantly changed the way drama teaching and learning happens. Seeing as drama often relies on close, personal interaction, the shift to online learning platforms presented large challenges for both students and teaching staff. For staff, adjusting to this new way of teaching involved not only learning new technologies but also figuring out how to deliver drama education effectively without the physical presence that is so important to the art form. This process tested the resilience and adaptability of teaching staff, pushing them to find innovative ways to engage students and keep the essence of drama alive through screens. Staff had to ensure that all students had access to the necessary technology and could participate fully in online classes. This meant sometimes providing additional support for students struggling with the digital divide. Additionally, the health and safety of students became an even more important concern, with staff having to manage their own well-being while also supporting students through this difficult time. Despite these challenges, many found that the rapid shift to online learning also brought about new learning opportunities. For instance, the use of digital platforms enabled the involvement of guest lecturers and industry professionals who might not have been able to visit in person. As a result, teaching staff creatively overcame obstacles to maintain educational quality, showing incredible dedication to their students' learning during the pandemic.

Mental Health

In the area of drama education, the well-being of both students and teaching staff is increasingly seen as an important priority. Teaching staff, in particular, are not only tasked with educating but also with creating a safe and supportive environment that fosters students' mental health. Recognising the signs of mental health challenges and offering understanding and support can significantly impact a student's educational process and their experience within the department. Students often look to their lecturers for guidance not just in their academic work but in their personal growth and well-being too. Implementing practices that promote self-care and understanding, teaching staff can lead by example, showing students how to manage stress and maintain a healthy work-life balance. Moreover, encouraging open conversations about mental health helps to destigmatise these issues, making it easier for students who are struggling to seek help. The role of student surveys is also key in identifying areas where the support for mental health can be improved. Through these surveys, students can anonymously express their concerns and experiences, providing valuable insights that can guide the development of more effective mental health resources and initiatives within drama departments. Engaging with these feedback mechanisms ensures that the support system evolves to meet the changing needs of students, highlighting the commitment of teaching staff to not just their academic success but their overall well-being.

Student Representation and Feedback

In the sphere of drama education, the views and opinions of students are especially important when it comes to shaping the curriculum and improving the quality of teaching. The process of collecting and acting upon student feedback is a clear example of how teaching staff demonstrate their commitment to creating a beneficial learning environment. Student representatives play an important role in communicating the collective concerns and suggestions of their peers directly to the teaching staff. This direct line of feedback is essential for identifying specific areas where improvements can be made, such as adjusting teaching methods, enhancing module content, or addressing any barriers to learning. Teaching staff, in response, often look into this feedback carefully and make the necessary adjustments to their approach, highlighting the dynamic and collaborative nature of drama education. The use of student surveys is another effective tool in this process. These surveys provide students with the opportunity to share their experiences in a structured and anonymous manner, ensuring that their voices are heard without fear of bias or repercussion. Such mechanisms for gathering feedback not only help in fine-tuning the educational process but also foster a sense of community and mutual respect between students and teaching staff. It's through this ongoing dialogue that tangible improvements are made, benefiting not just current students but future ones as well.

Diversity among Teaching Staff

In the area of drama education within UK higher education, the diversity among teaching staff plays an important role in shaping a rich and inclusive learning environment. A diverse group of lecturers brings a wide range of perspectives, experiences, and teaching styles to the table, which in turn enhances the educational experience for drama students. By interacting with staff from various backgrounds, students are exposed to differing viewpoints and methods, broadening their understanding of the subject matter. Furthermore, an inclusive team of lecturers can serve as a reflection of the larger society, providing students with a more realistic insight into the world of drama beyond academia. The presence of lecturers who share similar backgrounds or experiences as the students, especially those from underrepresented groups, can also be incredibly important. It helps in creating a more comfortable and supportive atmosphere where all students feel represented and valued. This aspect of representation is key to fostering a sense of belonging and encouraging the student voice. Students often feel more engaged and motivated when they see parts of their identity reflected in their mentors and role models. Thus, striving for greater diversity among teaching staff not just fulfills a moral obligation towards equality and inclusivity but also significantly impacts student learning and the overall department culture in positive ways.

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