Inclusive Performing Arts offers evidence-based (Drama Based Pedagogy DBP) Drama and Performing Arts term-based courses for people of all ages and abilities, located in South Morang, Victoria. This social activity offers a meaningful connection with others in the community and helps build confidence, all done through the medium of Drama! Whether you're a complete beginner or a working professional, Inclusive Performing Arts can help you achieve! Experience the magic and fun of Drama in either individual or small group classes, specifically designed to cater to all learning styles. We welcome all abilities and we're NDIS Friendly! Watch the video below to learn more:

 

 

 

 

 

 

 

 

 

 

 

 

How it began...
As a qualified Teacher for over a decade, I have seen how the Performing Arts can benefit people who may not always engage with traditional classroom settings. Drama is one of the few activities that gives permission to play. Play develops confidence, and confidence develops competence. Inclusive Performing Arts was created to offer a safe, unique and highly personalised learning environment where social connection and creativity can thrive. 

Evidence-based benefits of Drama (Drama Based Pedagogy):

• Facial expressions, voice, gestures and movement play a vital role in how a Drama student portrays a character, and also how we interact with others in daily life.

• Collaboration encourages social connections, and a deeper understanding of who we are as members of society.

• Interpreting and communicating verbal and non verbal cues are an essential component of script work and Drama improvisations.

• Increased sense of play and fun. Happiness and connectedness leads to confidence and a sense of purpose. 

• Belonging is part of the human condition. Participating in social and recreational activities like Drama provide students an opportunity to belong. 
  
  Drama Based Pedagogy DBP in clinical studies:

• "Drama: narrative pedagogy and socially challenged children."
  "Whether narrative impairment is a cause or consequence of their difficulties, hard-to-reach or socially challenged children – exemplified by those with autism – characteristically show a limited spontaneous play repertoire, which necessarily hampers their development. However, through a play-tutoring approach in drama, especially by the teacher-in-role, significant gains may be noted."
  Dr Melanie Peter
  (https://nasenjournals.onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-8578.2009.00414.
   

• "DBP has a positive effect on achievement and a variety of related psychological and social outcomes."
  The Effect of Drama-Based Pedagogy on PreK–16 Outcomes: A Meta-Analysis of Research From 1985 to 2012 Bridget Kiger Lee The Ohio State University
   

General structure of classes:

• Rapport/team building (permission to play, sharing weekly wins/learnings)

• Drama based warm-ups 

• Improvisation exercises and play making

• Script work/Scene building/Play (short scripts specifically written to guide learning)

• Recording scenes/play on camera to watch back with parents/guardians (optional)

• Working toward longer term goal (short film festival!)

By recording and watching back the short scenes and make-believe on camera, students can visually recognise what their performance might include next time. It provides real-time feedback for students, allowing them to celebrate the wins and growth within a single lesson. While it can be a little confronting at first, it has proven to be an invaluable tool for developing confidence. 

NDIS Participants:
Inclusive Performing Arts provides an evidence-based, social and recreational activity for all abilities - it does not discriminate. Self Managed and Plan Managed NDIS participants may be able to allocate funding for classes. This can be discussed prior to your first session.