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20 Fun And Exciting Drama Games

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Drama games are a fantastic way to break the ice, build confidence and develop vital performance skills. Here are 20 fun and exciting drama games that can be enjoyed by people of all ages.

1. Freeze: Participants perform a scene, and whenever the word “freeze” is called out, they must stop in place. Two new players jump in, assume the frozen positions and start a new scene.

2. Hot Seating: Participants sit opposite one another and engage in improvised character interviews or scenes based on specific themes or situations.

3. Zip Zap Zop: Players stand in a circle and pass an imaginary energy bolt around using the words “zip,” “zap,” and “zop” in sequence. Players are eliminated if they say the wrong word or hesitate too long.

4. Taxi: Participants create scenes as drivers or passengers inside an imaginary taxi cab, using their powers of improvisation to interact with various locations or other characters.

5. One Word Story: In a circle, each player says one word at a time to craft an original story out loud.

6. Park Bench: Two players sit on an imaginary park bench. A third player comes along to try to make one person leave their seat by making various offers or suggestions.

7. Party Quirks: The “Party Host” must guess the odd personality traits assigned to their guests as they’re introduced during their party.

8. World’s Worst: In a rapid-fire round, participants take turns demonstrating the world’s worst example of something – like a waiter, doctor, or teacher.

9. Machine: Participants create different components of an imaginary machine with their bodies while making noise or mimicking movement to contribute to the overall function of it.

10. Tableau : Groups pose in still images to convey a specific theme, subject, or idea without speaking.

11. Where Game : Players create mini-scenes by acting very clearly their surroundings – whether it’s a beach, an office, or a haunted house – and other players guess the location.

12. King of the Hill : Players must use their imagination and improvisation skills to invade territories on an imaginary hill until there’s only one person left.

13. Three-Headed Expert : Participants play three experts who can only answer questions one word at a time, creating funny answers and sparking creativity.

14. Mirrors: Partners face each other and attempt to mirror each other’s movements without talking about the choreography ahead of time.

15. Sound Circle : Players sit in a circle while creating different sounds using their bodies or voices, which they must then pass on to the person next to them.

16. Object Transformation : Participants must transform one prop into multiple things through improvisation while the others guess what it has become.

17. Monologue Chain : Players take turns performing a monologue based on the last sentence spoken by the previous participant.

18. Emotional Symphony : The group forms an emotional orchestra where each player represents an emotion demonstrated through vocal or physical actions, all conducted by someone in the middle

19. 10-Second Objects : In groups, participants have ten seconds to form various objects out of their bodies, including anything from cars to parks or famous landmarks.

20. Alphabet Game: Players must perform a scene with dialogue that goes through every letter of the alphabet, starting with ‘A’ and ending with ‘Z.’

These 20 drama games are sure to provide hours of fun and excitement for any aspiring actor or performer. Use them in workshops, rehearsals, or even just for fun with friends. The possibilities are endless!

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DRAMA GAMES

Drama games for breaking the ice , physical warm-ups , group dynamics and encouraging creativity . these activities are drawn from a wide range of sources, including traditional games, as well as exercises developed by directors, actors and teachers. view each category by selecting from the drop-down menu., count to 20, daft definitions, drama games for language teaching (teenage to adult), drama games for story books, family portraits – online/socially distanced, fruit salad, grandma’s footsteps, groovy image factory, guess the pet, guess who i am (inc online version), imaginarium, night watchman, open and close, pecking order, poetry in motion, random sound stories, sculptor and statue, shoe shuffle, siren (voice warm-up), soundscapes, status pictures, story orchestra, ten second objects, three changes, three word sentences, two truths and a lie, what are you doing, where do you stand (inc online version).

I find ‘Poetry in Motion’ a great way to teach lines from Shakespeare!

I would like to thank you, David Farmer, so much for all the online drama games – I am doing a debate club via Zoom and they are wonderful for warm ups – I am a big fan of yours having bought both your drama games books and regular visits for your drama tips eg the Cinderella freeze frame, for when I used to teach in a classroom before Covid.

Love the Guess Who I Am game – had great fun choosing lots of famous paintings and can’t wait to try it out on Y4 in Zoom time on Thursday.

I just wanted to thank you for this wonderful resource.  I have found inspiration and comfort from your emails for years. I thought you should know your generous sharing of ideas has been really appreciated.

Thank you David Farmer !!! I love your Drama Games and they inspire me greatly!

I have really enjoyed learning about the games and creating ways to use them in my classes for adults. It takes a bit of courage to get students to move out of their comfortable chairs to the imaginary stage – and courage for the teacher to make this happen in a safe and fun way for the students!

I loved this game, the students were extremely spontaneous and that made it more enjoyable. I often use all the drama games that you send and believe me it’s made my classes fun!

Thank you for sending me the suggestions for the parents’ workshop. The parents loved those sessions and could understand how their children are learning and why their kids say that drama is so much fun. They really loved it!

The Drama Teacher

Your Go-To Resource for Drama Education

Drama Games: 100 Important Reasons Why Your Students Should Be Playing Them

Here are 100 different reasons why fun drama games for students are a valuable learning activity. Some of these reasons are students gaining life skills, others are acting-specific skills, and some benefits promote well-being through the power of improvisational drama. If you’re not including drama games in your classroom already, it’s time to start incorporating them today. If you already have students playing drama games , this list will provide you with a healthy refresher, plus a few dozen benefits you may never have previously considered.

100 Reasons Why Students Should Play Drama Games

Enhanced creativity : Drama games encourage students to think outside the box and use their imagination, leading to increased creativity.

Improved communication skills : By engaging in dialogue and storytelling, students learn to express themselves more effectively.

Increased self-confidence : Performing in front of peers helps students build self-esteem and overcome stage fright or social anxiety.

Teamwork and collaboration : Drama games often require students to work together, fostering a sense of cooperation and mutual support.

Empathy development : Role-playing and exploring different characters in drama games help students understand different perspectives and emotions.

Problem-solving skills : Drama games challenge students to think on their feet and find creative solutions to problems.

Critical thinking: Analysing characters, situations, and plotlines helps develop students’ critical thinking abilities.

Active listening : Students learn to listen attentively and respond appropriately to their peers during drama games.

Emotional intelligence : Recognising and managing emotions is a key skill developed through drama games.

Overcoming stereotypes : Drama games can challenge preconceived notions and stereotypes by encouraging students to explore diverse roles and situations.

Physical coordination : Drama games often involve movement, helping students develop physical coordination and spatial awareness.

Focus and concentration : Students must pay attention to their surroundings, cues, and fellow actors to perform well in drama games.

Vocabulary expansion : Engaging in dialogue and storytelling in drama games exposes students to new words and phrases, enriching their vocabulary.

Performance skills : Performing in drama games helps students become more comfortable and skilled n front of an audience.

Adaptability and flexibility : Drama games require students to respond to unexpected situations, developing adaptability and resilience.

Leadership skills : Directing or leading a group during drama games can help students cultivate leadership qualities.

Time management: Students learn to manage their time effectively while preparing for and participating in drama games.

Social skills : Drama activities promote positive social interactions, helping students develop friendships and navigate social situations.

Decision-making skills : Students must make choices during drama games, refining their decision-making abilities.

Emotional expression : Drama games offer a safe space for students to explore and express their emotions.

Motivation and engagement : The fun and interactive nature of drama games can increase student motivation and engagement in the classroom.

Sense of accomplishment : Successfully participating in drama games can give students a feeling of pride and achievement.

Conflict resolution : Drama games often involve problem-solving and negotiation, helping students learn to resolve conflicts peacefully.

Perspective-taking : Role-playing in drama games allows students to put themselves in others’ shoes, fostering understanding and tolerance.

Patience development : Waiting for cues and taking turns in drama games helps students learn the value of patience.

Storytelling abilities : Students can develop their storytelling skills by creating and performing narratives during drama games.

Enhancing social perception : Drama games can help students become more adept at reading social cues and understanding others’ intentions and feelings.

Self-discipline : Drama games require students to adhere to rules and guidelines, fostering self-discipline and control.

Responsiveness : Students learn to react quickly to changes in a scene or their fellow actors, enhancing their ability to respond effectively.

Imagination expansion : Drama games stimulate the imagination, allowing students to explore new ideas and possibilities.

Active learning : Drama activities are hands-on and immersive, promoting active rather than passive learning.

Self-awareness: Participating in drama games helps students gain insight into their own strengths, weaknesses, and personal growth areas.

Respect for others : Working closely with others in drama games cultivates respect and understanding among peers.

Sense of community : Drama games can create a sense of belonging and camaraderie within the classroom.

Sequencing skills : Developing and performing scenes in drama games often requires students to think logically and arrange events in a coherent order.

Observation skills : Students learn to observe and interpret their surroundings and other people’s actions during drama games.

Cognitive flexibility : Role-playing and adapting to new situations in drama games can help students become more mentally agile and open-minded.

Emotional regulation : Drama games provide opportunities for students to practice managing their emotions in various situations.

Experimentation and risk-taking : Drama games encourage students to try new things and take risks in a safe environment.

Verbal improvisation : Thinking on one’s feet and adapting dialogue during drama games can improve students’ verbal improvisation skills.

Poise and grace : Drama games help students develop physical poise and grace through movement and gesture.

Personal growth : Through dramatic exploration, drama games can promote personal growth and self-discovery.

Enhanced mood : Participating in drama games can boost students’ mood and overall well-being by providing a fun and engaging experience.

Developing curiosity : Role-playing and storytelling in drama games can spark curiosity and interest in various subjects and topics.

Nurturing an entrepreneurial mindset : Participating in drama games can help students develop skills such as innovation, collaboration, and adaptability, which are valuable in entrepreneurship

Positive peer relationships : Drama games can foster strong bonds and positive connections among classmates.

Enunciation and articulation : Practicing dialogue during drama games helps students improve their speech clarity and projection.

Enhancing peer mentoring : Drama activities can foster peer mentoring opportunities as students help each other learn and grow.

Nurturing a growth mindset : Drama games demonstrate that skills can be developed and improved through practice and perseverance.

Developing a sense of humour: Participating in comedic scenes in improvisational drama games helps students develop their sense of humour and wit.

Conflict management : Drama games can provide a safe space for students to practice managing and resolving conflicts in a constructive manner.

Language skills : Engaging in drama games can help students improve their language usage.

Healthy competition : Drama games can foster a sense of healthy competition, motivating students to improve their skills and performances.

Voice modulation : Drama games teach students how to use their voice effectively, adjusting volume, tone, and pitch for different situations.

Developing resilience : Facing challenges and setbacks in drama games can help students develop resilience and perseverance.

Social awareness : Drama games can increase students’ understanding of social norms and conventions.

Morality and ethics : Exploring moral dilemmas and ethical choices in drama games can promote students’ understanding of right and wrong.

Mindfulness : Drama games can help students practice mindfulness and presence, enhancing their overall well-being.

Sensitivity to body language : Drama games help students become more attuned to non-verbal cues and body language in communication.

Narrative structure : Drama games can teach students about narrative structure, enhancing their understanding of storytelling techniques.

Encouraging open-mindedness : Drama games help students explore new ideas and perspectives, promoting open-mindedness and tolerance.

Self-expression : Drama games provide a platform for students to express their thoughts, feelings, and ideas creatively.

Mental agility : Drama games require students to think and react quickly, honing their mental agility and cognitive speed.

Aesthetic appreciation : Engaging in drama games can foster an appreciation for beauty and artistic expression.

Developing assertiveness : Drama games can help students practice assertiveness and standing up for themselves in a safe and supportive environment.

Appreciation for diversity : Drama games expose students to different cultures, backgrounds, and experiences, fostering respect and appreciation for diversity

Coping mechanisms : Engaging in drama games can teach students healthy coping strategies for dealing with life’s challenges.

Attention to detail : Drama games teach students to pay close attention to detail in both their performances and their observations of others.

Historical context : Drama games can expose students to historical events and periods, broadening their knowledge of history.

Emotional support : Participating in drama games can provide emotional support and a sense of belonging for students.

Encouraging responsibility : Drama games can teach students the importance of taking responsibility for their actions and choices.

Developing intuition : Drama games can help students hone their intuition and gut instincts, enhancing their decision-making skills.

Learning to trust : Drama games can foster trust among peers, as students must rely on one another to create successful performances.

Breaking barriers : Drama games can help students break down personal and social barriers, facilitating open communication and understanding.

Exposure to different art forms : Participating in drama games can expose students to various forms of artistic expression, expanding their creative horizons.

Developing resourcefulness : Drama games encourage students to be resourceful and make the most of available resources.

Emotional catharsis : Drama games can provide an emotional outlet, helping students process and express their feelings.

Enhancing spontaneity : Participating in improvisational games can help students become more spontaneous and open to new experiences.

Fine motor skills : Drama activities can involve detailed movements and gestures, helping students develop their fine motor skills.

Boosting self-efficacy : Successfully participating in drama games can increase students’ belief in their abilities and their capacity to achieve goals.

Developing courage : Facing challenges and fears in drama games can help students build courage and resilience.

Nurturing a sense of wonder : Drama games can evoke a sense of wonder and curiosity, inspiring students to explore the world around them.

Understanding character motivations : Analysing character motivations in drama games can help students develop insights into human behaviour and emotions.

Developing a work ethic : Participating in drama games can instil a strong work ethic in students, as they must practice and rehearse to improve their skills.

Exposure to different genres : Improvisational drama games can introduce students to various theatrical genres, broadening their understanding of the performing arts.

Encouraging civic engagement : Drama games can inspire students to become more engaged in their communities by exploring social issues and themes.

Learning to accept criticism : Receiving feedback and constructive criticism in drama games can help students learn to accept and learn from criticism.

Empowering introverted students : Drama games can provide a safe and supportive environment for introverted students to explore their creativity and self-expression.

Encouraging inclusivity : Drama games can foster an inclusive environment, promoting understanding and acceptance among students of diverse backgrounds.

Enhancing visualisation skills : Imagining scenes, characters, and emotions during drama activities can help students strengthen their visualisation abilities.

Encouraging self-directed learning : Drama games can inspire students to seek out new knowledge and experiences independently.

Facilitating multi-sensory learning : Drama games engage various senses, accommodating different learning styles and enhancing overall learning experiences.

Developing stage presence : Participating in drama games can help students build a strong stage presence, enhancing their confidence and performance abilities.

Stress relief : Participating in drama games can provide an outlet for students to relieve stress and express emotions.

Understanding human behaviour : Exploring characters and their motivations in drama games can help students gain insights into human behaviour.

Fostering a sense of play : Drama activities can encourage students to embrace a sense of play and curiosity, which can contribute to lifelong learning and personal growth.

Enhancing creativity in other subjects : The creative skills developed in drama activities can transfer to other academic areas, promoting innovative thinking across disciplines.

Improving negotiation skills : Drama activities can provide opportunities for students to practice negotiation and compromise in various scenarios.

Learning to delegate : Participating in group drama activities can teach students the importance of delegating tasks and trusting their peers.

Now, is there any reason why your students should not undertake drama games in class ? Whether it is movement games, improv starters at the beginning of a lesson, practical problem-solving , or full-on Theatresports games with teams competing against each other, drama games are a valuable learning tool for students in any classroom.

Brilliant!!!!

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Engaging in purposeful, socially interactive problem-solving games such as those found in dramatic play can help students access and develop parts of the brain related to complex thinking.

Students who participate in drama learn to think creatively. Engaging in purposeful, socially interactive problem-solving games such as those found in dramatic play can help students access and develop parts of the brain related to complex thinking. Here are three drama games that can enhance brain development in key areas: communication, problem solving and creativity:

• Gibberish:  This game heightens listening skills and teaches how to convey meaning through expression. Demonstrate some nonsense sounds for the students, then allow the entire group to practice making gibberish sounds all at once. Students may move through the space and greet each other, uttering strange sounds. Next, pair up the players and invite them to carry on a conversation about a specific topic such as what they had for lunch that day, the best party they have ever attended, or the scariest thing that ever happened to them. Have one person be the teller, and the other person listen and respond, and then switch.
• Mystery Bag Theater:  A game that encourages problem solving and creativity. To prepare, put a selection of items such as a bell, a flashlight, a cookie cutter or a cat toy in each of six paper grocery bags. Each bag should have only a few items in it. Divide the students into small groups, and give each group a mystery bag. Allow fifteen minutes for the students to write a skit in which they use each of the items in a way that makes sense. Let each group act out their skit.
• Ten-Second Objects:  This activity helps students think creatively and work together. Assemble players in groups of three to five. Call out an object, such as blender, lawn mower, clock, UFO, popcorn popper, washing machine or jungle gym. The groups have ten seconds to create that object out of their bodies. Each group will have a different interpretation.

Try these ideas, then make up some of your own!

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Improvisation

Team building, drama games: a resource for teachers, practical drama activities to energise, focus and develop your students  , why are drama games important.

Drama games and activities allow students to have fun whilst growing in confidence and learning valuable theatrical skills. Within the structure of a Drama or English class, drama games can be used to focus students’ attention, facilitate team building, deployed as a tool for developing communication and receptive skills, or simply to foster enjoyment of drama.

This free resource groups together the most useful drama games for use with Key Stage 3 and above, as suggested by drama teachers. We've included newer games, and old favourites that are popular with students and teachers. Browse the range of drama exercises below, or use the boxes to jump directly to warm-ups, games aimed at encouraging team building, improvisation and devising, or activities designed to improve students’ understanding of texts. Click on the cards for handy, downloadable 'how-to-play' PDFs and links to videos of many of the games in action.* Games that are more inclusive of any students with movement issues are highlighted, along with those which can be adapted easily to be socially distanced, if needed. We’ve also provided links to three online sources of scripts, which you can browse for inspiration when considering a text to introduce to your students. We hope you enjoy using this resource to help deliver engaging sessions and to develop your students'  appreciation of situations and emotions, as well as their understanding of specific texts.

* Trinity does not endorse the practice or delivery of the organisations featured in the linked videos. The links are included for illustrative purposes only, to support teachers delivering the activities for the first time; they are not intended to be a replacement for instructions given by a teacher or group leader in work with students.  

Exercises to  warm-up or cool-down

Warm-up activities are a great way to energise the group, release any tension and limber up ahead of a lesson or performance.

Games that focus on unity and collaboration

These activities are designed to build community and a sense of trust within the group, supporting the team-work skills of students.

Activities to hone students’ creativity

An excellent way to explore ideas and develop performance skills. With improvisation you never know where the game might lead.

Group collaboration in response to an idea

Games that encourage students to get inventive and deeply consider characters, dilemmas and emotions from a stimulus.

Using drama to make texts relatable

Exercises to further develop understanding and interpretation of a text, including character and dramatic tension.   

Text suggestions for teachers

From Trinity’s free online Anthology to the National Theatre’s Connections plays, check out  the our  top three resources for text suggestions.   

The success of any collaborative drama activity relies on levels of energy, interaction and communication with the group. Warm-ups are a great way to build connections, release any tension or anxiety and physically prepare students. Get students’ bodies moving and their brains active with basic instructions, building up to more complex exercises and perhaps delegating responsibly for leading the activities to  students.

Keeper of the keys

An exercise that will develop students’ teamwork and strategy skills as they work together, using all their senses, to solve a shared challenge. Download game.        

Honey I love you but, I just can’t smile

A fun drama game with the main objective of trying to make members of the group laugh. Download game.  

Look up, look down

A simple yet engaging game to raise the energy amongst the group. Download game.

Elephant, palm tree, jelly

This fun  game involves quick thinking and works well as an icebreaker for new groups. Download game.

Bomb and shield

This is a quick and easy game that will get students up and moving. Download game.

Zip, zap, boing

This classic game is quick and easy and involves quick thinking and concentration to stay in the game. Download game.

Stop, go, jump, clap!

This is a very energetic game that will get your students warmed up and listening to directions, perfect to play as a warm up. Download game.

This game is great for encouraging students to demonstrate the energy and enthusiasm required for performance. Download game.

The director’s theatre

The game is a physical warm up which requires listening and quick responses. As this game requires quick movement around the space, health and safety measures may need to be considered. Download game.

This name game can be adapted to develop focus and concentration skills and can, therefore, also be an effective 'cool down' activity. Download game.

This a great warm up activity, requiring students to concentrate and be alert, it can also be a good tool for learning names. Download game.

These exercises are designed to develop confidence and group interaction skills, transferable to group rehearsals and performance. Learning how to work effectively in groups also develops collaborative communication skills which equip students for success in life and future challenges.  

Count to twenty

This is a fun drama game which encourages your students to work together. A great exercise for building group dynamics. Download game.

Group juggling  

This is a great team—building exercise, as it relies on co—operation between all students for success. You will need three juggling balls (or rolled up socks!) to play.  Download game.

Anyone who….?  

A great way for a group to get to know each other. Skills developed include listening, quick physical response and leadership. As this game requires quick movement, health and safety should be considered. Download game.

The empty chair  

In this game students must have awareness of the whole group, and their place in it, in order to be successful. Health and safety should be managed due to the physical nature of the game. Download game.

Who’s changing the movement?  

This is an adaptation of the very popular 'Wink murder' game but focusing on physical movements. Students work together to hide the identity of the ‘Leader’. Download game.

Human machine  

This classic drama game is a great activity for building teamwork and communication skills, as well as drama—focussed skills such as improvisation and creativity. Download game.

Counting one, two, three

This is a quick and easy team building activity involving counting from one to three. It sounds simple but requires lots of concentration. Download game.

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Dandy drama teacher.

Mighty Fine School

Improvising is an excellent way to explore ideas and encourage creativity in students. Improvisation games allow students to become immersed in the moment and better relate to a situation. Responding to stimuli through improvision is also a key rehearsal skill which is assessed in many Trinity drama exams.  

This exercise will help to develop your group’s improvisation skills and is great for getting the students used to performing in front of an audience. Download game.

Object in a circle  

This exercise introduces props to be used with improvisation and encourages students to think more and more creatively as the exercise goes on. Download game.

On the bus  

This improvisation game focuses on character and ensemble performing 'in the moment'. Students need to accept another student’s 'offer' and  enter into  their imaginary world. Download game.

What are you doing?  

This is a great game for developing mime skills, and the quick thinking and responding skills needed when improvising. Download game.

I’ve got some news…

This is a fun introduction to improvisation. It works well for groups who are new to improvisation as they don’t have the pressure of producing a whole scene, they just  have to  react! Download game.

Yes, let’s....

This classic game introduces students to the important improvisation concept of agreeing  to, or  building on the suggestions or stimulus given to them. Download game.

Developing student’s confidence  

Are you looking for an accessible way for students to be recognised for their performance achievements? Trinity drama exams for groups and pairs help to build confidence and encourage students to perform to the best of their abilities in a supportive environment. Download your free guide to group assessments here.

Devised exercises do not rely on a script and as such allow students to use their inventiveness to take a concept and build upon this as a group. This flexibility encourages imagination and allows students to explore different situations and emotions.  

Titles  

This exercise involves groups working together to develop a simple scene together in a relatively short period of time. This will get your students thinking quickly and focussing. Download game.

What’s my line?

This is a rehearsed improvisation exercise that aims to stretch students’ ability to develop dialogue when devising. Download game.

My life  story

The focus of this exercise is the development of both character and narrative in devising work for performance. Students will need to have done some preparatory work on use of tableau/still image. Download game.

Flashback, flashforward

Devising activities based around ‘flashing forward’ or backward can be key rehearsal tools, encouraging young people to develop their understanding of character, story structure and text. Download game.

Using a stimulus

A good way for students to develop their understanding of a character is to place the character in a new situation and explore how they might react or behave. Try using our range of suggested stimuli with your students. Download game.

Games that focus  around  a specific text allow for students to become fully absorbed in the setting, storyline and characters. Students can relate to the narrative and understand the text when they are able to play-out and visualise this away from the page.  

Animal stories

A rehearsed improvisation exercise in which students take on animal traits (physical, vocal, personality etc.) to develop a character for both text and devised work. Download game.

I like your hat!

This is a good introduction to the drama form ‘thought tracking’ which can be used both in devised work and when exploring the inner world of a character in off-text work.   Download game.

Hot seating

This exercise encourages students to develop a deeper understanding of a character they’re trying to portray by asking them a range of questions about their character. Download game.

Status bridge

This exercise encourages students to focus on the subtleties of acting that can be used to portray something intangible such as status. Download game.

When considering scripts, either as a performance piece or stimulus for devising, it can be tricky to choose a text that captures and maintains the interest of the group for the duration of the project. To help with this, we have suggested some sources for scripts which include suggestions for different ages, group sizes and preferences.   

Trinity’s online Anthology offers short text ideas, ideal as inspiration for solo or pairs performances, whilst National Theatre’s Connection plays are longer delivery suggestions written for larger casts. A great place to browse for plays suitable for all cast sizes is Nick Hern Books’ ‘Plays to Perform’ online catalogue.  

National Theatre’s Connections plays  

Each year the National Theatre commissions ten new plays for young people to perform, from the UK's most exciting writers. There is an application process each year for youth theatre groups who would like to perform these new works. Also the scripts for previous Connections Anthologies are available for schools to browse and purchase from the  National Theatre’s online shop . Or to take part in the National Theatre’s Connections programme,  applications can be made online here.     

Nick Hern Books  

The play finder on Nick Hern Books’ ‘Plays to Perform’ catalogue is a collection of over 1,000 plays, from ground-breaking new plays to popular classics and literary adaptations The useful tool enables you to select scripts matching a variety of criteria such as age and gender of performers or size of group, as well as genre, theme or length.  You can access the resource online here.  

Introducing group assessment with Trinity drama  

At Trinity, we believe that creating dramatic work in groups is a fundamental part of an actor’s development. This is why the majority of our drama syllabus specifications have pair, group and In Production exams as options, find out more in our free guide to group assessments. Developing collaborative communication skills fundamental to group performance work will help to prepare students for their wider lives, further education and employment.  

Download a free the free sample pieces from the Anthology

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Heart-Mind Online

Drama games for inclusion and social change.

• Gets Along with Others
• Compassionate and Kind

  Social inclusion and exclusion [ 1 ] are central issues in many young people’s lives.

While school yard politics are short lived, the power dynamics that drive exclusion in schools do not disappear upon graduation. Oppression, marginalization, and discrimination are part of the legacy today’s young people will inherit in the “real world”, and are already shaping young lives [ 2 ] – often to a greater degree [ 3 ] than many adults realize. Nurturing compassion and inclusion provides a way forward for children and adults alike to create social change in their lives and in the world. 

Drama is one tool for empowering young people to give voice to their troubles and embody the change they wish to experience in the world. Creating skits or improvising together creates space for children to playfully explore social issues that may be too heavy to approach in other contexts. When sensitively guided towards topics of exclusion, drama games can support young people [ 4 ] to interactively explore, challenge, and re-write their social scripts. The drama games described in this resource provide a starting point for using drama to foster a culture of inclusivity within grade 4-7 classrooms and in other group settings.

Tips for Hosting Drama Games with Young People:

• Throughout the following games, it is essential that participants maintain ownership and autonomy [ 5 ] in the stories, problems, and resolutions they dramatically explore. For this reason, it is important that the adult facilitators refrain from contributing to the content of the scenes.
• Participants bring their own diverse histories and experiences into their dramatic play. Working through themes of exclusion may be painful or triggering for some students, especially those who have felt excluded in real life or have experienced trauma. Work to cultivate an environment in which participants feel safe [ 6 ] to join in the games and set healthy boundaries for their own involvement.

Drama Games for Social Change

1. warm-up - fill the space.

Time: 5-10 minutes

Purpose: Building awareness of self and others while moving through space

Setting: Room or outdoor space in which children can walk around freely without bumping into objects or each other

Instructions: Children walk around the room without touching one another, trying to fill all of the empty space. As they walk, give instructions at 30 second intervals [ 7 ] to "freeze," "shake out your whole body," "walk like someone else in the room," and "stop." When you are ready to conclude the game, instruct children to "shake out your body again" and "stop."

2. Main Activity - Forum Theatre

Time: 45-60 minutes (may be spread out over multiple sessions depending on class size)

Purpose : Acting out scenarios of exclusion at school and brainstorming ways to resolve them

Setting: Space for a "stage" area and an "audience" area in a classroom, gym, or outdoors. Props may be used but are optional.

Instructions: Brainstorm scenarios of exclusion and write them on the board or slips of paper. Divide children into small groups. Giving them several minutes to prepare, invite each group to act out one of the scenarios in a 2-3 minute skit. Then, invite each group to perform it a second time, with a twist: audience members may take the place [ 8 ] of the actor(s) who are excluded in the skit. Finally, invite each group to perform their skit once more, with a new twist: audience members may volunteer to replace [ 9 ] the "excluder(s)" in the scene. The scene is over once time is up or the actors run out of ideas. 

Variations: Switch [ 10 ] , First Responders [ 11 ] , and Feelings Freeze [ 12 ]

3. Closing - Look For The Helpers

Time: 15 minutes

Purpose: Discussing ways that compassion showed up in the Forum Theatre activity and brainstorming how they could extend to real life

Setting: Seated in a circle in chairs or on the carpet

Instructions: Ask children what compassion means [ 13 ] to them. Ask students to think about ways that their peers acted with compassion during Forum Theatre (a trick for noticing compassion is to look for the helpers!). Then, invite them to reflect on how they could use compassion to help when they observe or experience exclusion in real life, and discuss as a group.

Click Here for Recommended Readings [ 14 ]

Photo Credit [ 15 ]  

• Emotional Intelligence
• Conflict Resolution
• Middle Years

Photos created by pch.vector, rawpixel, and gpointstudio on freepik.com. 

In a 2020 Canadian study , nearly 30% of grade 5-8 students reported experiencing social exclusion at school.  

For example,  Priest et al.’s (2013) systematic review found that racial discrimination is a key determinant of health for children and young people. In particular, racial discrimination is strongly associated with negative mental health outcomes such as anxiety, depression, psychological distress, low self-esteem, and low self-worth. 

For example, a 2020 American study with over 600 respondents found that children develop an awareness of race in early childhood – long before most parents begin talking with them about it.

Co-author Jessica Sullivan, PhD, reflects on why this may be the case in an interview for the American Psychological Association :

“Children are capable of thinking about all sorts of complex topics at a very young age […] even if adults don't talk to kids about race, children will work to make sense of their world and will come up with their own ideas, which may be inaccurate or detrimental.” 

These games are inspired by Theatre of the Oppressed, which is a form of structured dramatization that seeks to expose, resist, and transform social and political injustice in the real world.

• For example, in the "Forum Theatre," game themes of exclusion are presented for participants to work through together. While the participants may experiment with compassion and inclusion as possible paths through these scenarios, these resolutions are not scripted or imposed - nor is the idea of "one correct path" conveyed.
• In "Look for the Helpers", participants reflect together on ways that compassion arose in their scenes. In this way, compassion is used as a tool for reflection and to spark discussion of how to resist and/or transform exclusion in real life.
• Establish ground rules for participation that include privacy, awareness of self and others, and a mutually agreed to "safe" word or gesture that participants can use when they want to leave the scene.
• It can also be beneficial to invite, rather than instruct, participants; offer choices about whether and how to participate; and check in one-on-one with students as needed. A trauma-informed approach is encouraged.

Once the participants get comfortable, call out the following suggestions with only 10 seconds between them: "you are made of jelly," "you are carrying a bowl of soup on your head, don't spill it!," "you are a superhero," "you are as small as a grain of sand," "you are really old." Feel free to improvise or invite the children to call out ideas.

Their objective is to resist being excluded by acting out ways in which they could overcome being left out in real life.

Their objective is to act out new ways of maintaining their power of exclusion.

Audience members may call out "switch!" at any time, at which point the actors playing the "excluders" and "excluded" must switch roles.

At any point, the actor(s) being excluded may pretend to dial a "first responder" - an audience member who will join the scene to help them out in some way. 

No more than twice per scene, an audience member may call out "freeze," and the actors must freeze in place until they have shared a word, gesture, or sound describing how they feel in this moment.

If needed, explain that we feel compassionate when we feel bad for others who are suffering and want to help them. We are compassionate when we notice these feelings and use them to do something nice or helpful for someone who is suffering. We can also be compassionate towards ourselves!

• Theatre of the Oppressed by Augusto Boal (1993)
• Games for actors and non-actors by Augusto Boal (2002)
• Theatre of the Oppressed: A Manual for Educators by Gopal Midha (2010)
• Theatre of the Oppressed with Children: A Field Experiment by Johnny Saldaña (2005)
• Youth and Theatre of the Oppressed edited by Peter Duffy and Elinor Vettraino (2010)