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How to Encourage Critical Thinking in the Theatre Classroom

Written by Marjorie M. Treger | Aug 28, 2025 8:03:49 AM

In today's blog, Marjorie M. Treger shares her tips for encouraging critical thinking in the theatre classroom, including her resource recommendations from Digital Theatre+...

Two student actors sit on opposite sides of the stage, saying nothing. One finally mutters, 'You left'.

Just two words... But your students lean in.

They start building the backstory. Layer by layer, gesture by gesture, they discover how silence speaks. They realize it's not just what's being said, but what's not being said. Subtext takes center stage.

That's what critical thinking looks like.

And here are my top tips for teaching it to your theatre students...

How to Encourage Critical Thinking

Start with Reflection, Not Correction

Traditional peer feedback often stops at 'What did you like?' or 'What could be better?', but if we want students to think critically, we need to ask them to reflect, not just react.

Try these prompts instead:

  • What did this moment make you feel or remember?
  • What's one image or gesture that stayed with you (and why)?
  • What did this scene make you wonder about?
  • What surprised you?

One way you might restructure the feedback process is:

  1. Reflect silently (jot down a feeling, image, or question)
  2. Use sentence starters ('I noticed...', 'It reminded me of...')
  3. Listen without interrupting (no defending or explaining)
  4. Revise based on patterns that emerge.

This shift moves students toward interpretation and deeper engagement.

Theatre Standard: TH:Re9.1 – Apply criteria to evaluate artistic work


Encourage deeper reflection with the DT+ series of Discover, Explore, Assess guides!

Let Rehearsal Be Revision

Rehearsal isn't just about polishing – it's where the real thinking happens.

After each run, ask students to reflect on what is working better, what they've changed about their delivery, and what they still feel unsure about.

For example...

During a group scene about a family argument, my students had been playing it loud and chaotic – everyone was talking over each other, all full of anger and accusation.

Then, one student paused and said: 'What if we're not all angry? What if someone's trying to keep the peace?' Another added: 'Or maybe one of us is just scared and pretending to be fine.'

They tried it again with those shifts in mind, and the dynamic changed completely. The scene had contrast, tension, and emotional texture. It wasn't just yelling anymore – it was storytelling. And that kind of layered thinking came from encouraging reflection.

Theatre Standard: TH:Cr3.1 – Refine and complete artistic work

Watch this interview montage of four actors sharing how they prepare for a new role...

Turn Table Work into Detective Work

For your students, script analysis should feel like cracking a case. Ask them:

  • What is not being said here?
  • What is the playwright leaving us to figure out?
  • Where does the power shift in the scene?

Encourage your students to underline moments of ambiguity, and then explore what those moments might mean.

Theatre Standard: TH:Re7.1 – Perceive and analyze artistic work

Start with this Unlocking Script Analysis e-learning video...

Invite Students to Build the World

In small groups, have your students design a concept for a scene. Then ask them: Why this world? Why this choice? What do you want the audience to feel?

The act of designing is analytical by nature. Students must interpret the text, make assumptions, and shape the audience experience.

Theatre Standard: TH:Cr2.1 – Organize and develop artistic ideas and work


Explore the DT+ Are You Teaching series, featuring guides on script analysis, the design process, and more...

Shift Reflection from Teacher-Led to Student-Led

Eventually, the goal is not just to reflect, but to lead reflection.

Model it for your students early on, and then pass the baton:

Have your students design warm-ups that explore subtext, lead post-performance discussions with interpretive questions, and facilitate peer feedback using emotional or thematic prompts.

In other words, teach students how to ask the questions that matter:

  • Clarity: What's happening here?
  • Interpret: What does it mean? Why this choice?
  • Connect: How does this relate to something I've seen or felt?
  • Challenge: What assumptions are present? What's missing?

These habits don't appear overnight, but we can design learning that makes them routine.

Bringing it all together...

So, how do we teach students to think like this every day?

We name the thinking we want to see. We build space for questioning and reflection – and we embed it in every rehearsal, feedback session, and design task.

And finally, we let students lead – because when they do, the learning sticks.

I think back to those two actors on stage. Just two words: 'You left'. And a classroom full of students leaning in... wondering what it all meant.

That's the moment when critical thinking takes root – when students start asking questions the script doesn't answer.

And that's where the real theatre begins.

 

Marjorie M. Treger is the Conservatory Director at La Jolla Playhouse and Contest Coordinator for the California Young Playwrights Contest with Playwrights Project. A retired Theatre Resource Teacher for San Diego Unified, she continues to champion student voice, devised work, and critical thinking in the theatre classroom.

Find more insights and resources for back-to-school season here!