
There are similar challenges for Canterbury's drama students. How exactly does someone act with a mask when actors rely so much on their faces?
“I was surprised at how little a difference wearing a mask actually made,” explained Matthew Minter, head of Drama. “I thought it would be more inhibiting, especially with some of the moving pieces, since we rely on expressions. I realized that we do tell a lot more with our eyes and the upper half of our faces.”
The floors of the drama rooms are marked with pieces of green tape that are six feet apart. This helps and reminds actors when they block a scene to keep their distance.
“The actor can use green marks as a helpful guide to stay 6-feet apart,” said Mr. Minter.
Even though the dance and drama programs are adapting, many elements of both had to be cut. Teachers had to look at what were the essential learning skills for their programs.
“We thought about what the students want to do the most and what they are here for,” said Mr. Minter when asked about how they adapted the drama program.
Using this approach, it was more manageable for teachers to cut their courses into a quad master format.
“It's very much a team approach, and there's a lot of communication between my colleagues and me of what we can do to improve,” Ms. Tee said of the dance program.
“I was surprised at how little a difference wearing a mask actually made,” explained Matthew Minter, head of Drama. “I thought it would be more inhibiting, especially with some of the moving pieces, since we rely on expressions. I realized that we do tell a lot more with our eyes and the upper half of our faces.”
The floors of the drama rooms are marked with pieces of green tape that are six feet apart. This helps and reminds actors when they block a scene to keep their distance.
“The actor can use green marks as a helpful guide to stay 6-feet apart,” said Mr. Minter.
Even though the dance and drama programs are adapting, many elements of both had to be cut. Teachers had to look at what were the essential learning skills for their programs.
“We thought about what the students want to do the most and what they are here for,” said Mr. Minter when asked about how they adapted the drama program.
Using this approach, it was more manageable for teachers to cut their courses into a quad master format.
“It's very much a team approach, and there's a lot of communication between my colleagues and me of what we can do to improve,” Ms. Tee said of the dance program.

Despite the challenges, many of the teachers described the benefits of teaching in this environment. Teachers were almost universal in their praise of the students’ ability to adapt.
“There have been some challenges due to this unique circumstance, but overall, I think that the students have demonstrated incredible resiliency and have really shown their passion and dedication to their art form,” said Ms. Tee. “They understand that this is the way it is, and they have to cope the best they can. Everyone shares the excitement of being back in school and doing what they love with people who share that love.”
All of the dance and drama teachers are doing an amazing job of working within the Covid-19 restrictions. It is inspiring to see how the teachers are finding innovative ways to teach what they love in a Covid-19 safe environment.
“There have been some challenges due to this unique circumstance, but overall, I think that the students have demonstrated incredible resiliency and have really shown their passion and dedication to their art form,” said Ms. Tee. “They understand that this is the way it is, and they have to cope the best they can. Everyone shares the excitement of being back in school and doing what they love with people who share that love.”
All of the dance and drama teachers are doing an amazing job of working within the Covid-19 restrictions. It is inspiring to see how the teachers are finding innovative ways to teach what they love in a Covid-19 safe environment.