Norms & Rules
I will guide each class to establish norms and rules that are focused on creating a safe environment, an essential element of any performing arts classroom. This is a loosely scripted way of how I will guide the creation of the norms and rules as a class, adapted from Tom Carter’s Choral Charisma: The Support System (2010). The dialogue I will have with the class is written in italics within quotes.
and anyone else who saw me do that knows it as well. It doesn't matter if I do it, or if Jimmy rolls
eyes at Maria sitting next to him. Danger is danger, and even something that small will negatively
affect the group, resulting in a release of brain chemicals that tell our bodies to be on alert. So, if we
want a truly supportive environment, each person – me included – must do all they can to make it a
safe place" (Carter, 2010, para. 11).
- First, explain the need for a safe and supportive environment:
and anyone else who saw me do that knows it as well. It doesn't matter if I do it, or if Jimmy rolls
eyes at Maria sitting next to him. Danger is danger, and even something that small will negatively
affect the group, resulting in a release of brain chemicals that tell our bodies to be on alert. So, if we
want a truly supportive environment, each person – me included – must do all they can to make it a
safe place" (Carter, 2010, para. 11).
- Break the class into small groups to “brainstorm examples of supportive and unsupportive behaviors, which they then share – thus creating the buy-in,” (Carter, 2010, para. 12).
- “Based on what we’ve talked about, does it sound like we agree on what is supportive and what is unsupportive? [class’s positive response] Good! Here is how I am going to help us to be the most supportive class we can be…” (Carter, 2010, para. 13).
- Then explain the Support System. Give the class scenarios and have students rehearse the steps so they know what to expect. Click here for further explanation on the Support System.