Adapting Devising for Diverse Classrooms
Devising offers a practical way for students to make meaning together, but the open-ended nature of that work can also expose gaps in access. Timetables, mixed ability groups, limited space and noisy corridors all shape what a teacher can ask of a class. Those conditions often mean otherwise excellent ideas become hard to sustain for some students.
This article looks at how small, deliberate adaptations to devising practice can help more students participate in ways that are genuinely meaningful. I write from the perspective of someone who wants methods that are workable in real lessons, not theoretical ideals that need extra planning time or resources to exist.
The core concept is simple: reorganise stimulus, roles and tasks so the core learning — creative collaboration, character and narrative thinking, and ensemble skills — can be demonstrated through different modes. That may mean allowing a student to show understanding through drawing rather than spoken text, or setting a sequence of shorter, scaffolded tasks rather than a single long improvisation. For a fuller framing of student-centred devising approaches that support flexible practice, see Devising Drama: Developing Student-Centred Work Practices.
Sensory adjustments that respect choice
Sensory needs often change how a student experiences the rehearsal room. Bright lights, sudden sound cues or crowded movement can provoke shut-down or overwhelm. Simple options tend to help: clearer sightlines, a quiet corner, headphones for loud cues and control over lighting where possible. These are not just safety measures; they also expand how a student might enter a piece.
Begin a devising task with a non-invasive, sensory-access check. Ask the group to name anything in the room that feels difficult today. Use that information to offer two or three sensible choices about how the class will proceed. For example, offer a low-energy version of a movement task alongside the full-energy option. Both routes can generate equally rich material, but they allow different bodies to contribute without being singled out.
Linguistic accessibility in stimulus and feedback
Language can be a barrier in devising when prompts are abstract or feedback is rapid. Make prompts concrete and multisensory. A short written prompt, an image or an object may anchor meaning more effectively than a long verbal explanation. Where vocabulary matters, display a couple of key words and keep sentences short. Encourage students to rephrase prompts in their own words before they begin.
Peer support is often underused. Pairing students so one can be a language buddy may ease participation for those learning English. Buddies can translate ideas into gestures, images or short lines of text. Provide sentence starters for peer feedback so comments stay specific and actionable rather than vague praise or criticism.
Working with neurodiversity: structure, roles and predictability
Neurodiverse students often benefit from predictable structures and clearly defined roles. Instead of asking the group to "make a scene", offer a sequence of micro-tasks: find a location, decide who is present, choose an object and decide on one line each. These discrete steps reduce cognitive load and support students who prefer clear boundaries.
Roles that focus on process rather than performance can be particularly inclusive. Assigning roles such as timekeeper, prop-manager, or sound-spotter allows students to contribute reliably and demonstrate ensemble awareness. Rotate roles over several sessions so students can practise different aspects of devising without feeling exposed on stage.
Culturally responsive prompts that open rather than prescribe
Culturally responsive practice asks for prompts that connect to students' lived experiences while avoiding tokenism. Rather than presenting a single cultural text as the stimulus, invite multiple entry points. A local photo, a familiar song fragment, a family object or a news headline can all act as starting places for exploration. The key is to invite interpretation, not to ask for cultural performance.
When a prompt touches on a culture that is not shared by many students, frame the task as inquiry rather than representation. Encourage research, interviews or storytelling so the devised work grows from investigation. This approach helps students from that culture to lead or consult, while allowing others to learn responsibly and collaboratively.
Differentiation through task design
Differentiation in devising can happen through time, complexity and product. Offer varied time frames for tasks: some students may explore a short, repeatable motif while others extend the same idea into a longer scene. Vary complexity by changing the constraints. One group might work with three props; another with one prop and a soundscape.
Consider multiple end-products. A devised outcome can be a short performed extract, a digital storyboard, a sound piece or a series of still images. Assessment criteria should reflect that plurality and value process evidence such as rehearsal notes, photographs or audio recordings equally with live performance. Clarify the criteria in advance so students know which skills they will be asked to demonstrate.
Practical facilitation strategies
Short, recurring rituals give safety to the group. Begin sessions with a consistent warm-up that signals the start of collaborative work. Use a simple visual schedule on the board so students know what to expect. Allow regular micro-breaks where students can choose to step out quietly; this supports concentration without disrupting others.
Feedback routines matter. Structure feedback into two parts: observation and suggestion. This model keeps comments focused and less personal. Train students to ask one question of the piece rather than make an evaluative statement; that question can become the next devising prompt and keeps the process moving forward.
Seen this way, improvement is usually about supporting the conditions that allow the skill to settle and strengthen.
Reflecting on equity and next steps
Access in devising is rarely fixed. New groups, new topics and new timetables will reveal fresh challenges. Regularly review which students can and cannot show their understanding in the current structures. Make changes in dialogue with learners rather than assuming needs from observation alone.
Small adaptations often have an outsized effect on participation. They need not be complicated, but they do need consistency. When teachers share examples and resources with colleagues, workable ideas travel more easily between classrooms and departments.