By Joanna Harte, Lead Senior Examiner for Drama, Trinity College London
For over 150 years, Trinity College London has built its expertise in performance, education and assessment, shaped by its roots in music and informed by regular consultation with drama teachers, performers and students. While the world of education and the arts has changed dramatically, one idea has remained constant. Drama should help people find their voice.
As Lead Senior Examiner for Drama, I spend much of my time speaking with teachers and examiners, as well as assessing learners myself. All this means I regularly see how transformative drama education can be – in so many ways. Drama is much more than performance. When students prepare for a Trinity drama qualification or assessment they develop confidence, expression and self-evaluation; skills that stay with them long after the exam is finished. It really is lifelong learning.
A flexible programme for everyone
What makes Trinity Drama so unique and distinctive is the ethos that underpins our qualifications and awards. Our aim is to provide a drama syllabus that is engaging, authentic and relevant to students’ lives. That sense of enjoyment matters because it allows students to take ownership of their work and approach performance with curiosity rather than anxiety or pressure.
At Trinity we also place students at the centre of the syllabus. It’s all about them. One of the most important ways we do this is through freedom of repertoire. Unlike some exam structures, we do not prescribe a fixed list of texts that candidates must perform. Instead, teachers and students are encouraged to select material that connects with their interests, culture and academic studies.
This flexibility allows drama to link naturally with other areas of learning. A student studying Shakespeare in English might explore a speech from Richard III for their drama assessment. Another might choose contemporary material that reflects themes they are discussing in history or literature. In many cases the exam becomes part of a wider learning journey rather than an isolated activity.
Geographically diverse, culturally relevant
Because Trinity assessments take place in more than 60 countries, our qualifications allow students the freedom to celebrate their own cultural context. We really are global – something that speaks to both our quality and approach. Candidates all over the world regularly bring local writers, stories and traditions into their performances. We welcome that diversity because it reminds us that drama is a universal language and the work we see in our exam rooms comes from all over the world.
Skills for life
Alongside creativity, our qualifications are designed to develop transferable skills that benefit students far beyond the performing arts. Communication, critical thinking and reflection are central to the assessment process – and honestly, to life. Through the process of studying drama and preparing for the exams students learn how to interpret material, analyse their performance and present ideas clearly to others.
Those skills are important for many different careers and life paths. Some candidates will pursue careers in theatre, film or television, but many will not. What drama provides is the confidence to stand up, speak clearly and express an opinion. In a world where presentations, interviews and collaborative work are part of everyday professional life, those abilities are invaluable.
More than exams
A positive exam experience is something we really do care about. It’s a culmination of their hard work, passion, and commitment. Of course, assessments must and do maintain high academic standards, but they should also be supportive environments where students can perform at their best. Our Trinity examiners are experienced practitioners who undergo rigorous training and standardisation to ensure fairness and consistency. Their feedback is designed not only to assess performance but to encourage growth. We work hard to make sure that students come out of the exam feeling positive.
Moving with the times
We also recognise that education is evolving and changing, often at a rapid rate. As is the way we consume culture and thus the pathways our young people will have. Our syllabuses continue to adapt to contemporary performance practice, including the growing importance of digital performance and acting for screen. By reflecting how the performing arts industry operates today, our assessments help prepare students for the creative world they may one day enter.
The power of drama at Trinity
At the same time, the core purpose of drama education remains simple. It helps individuals understand themselves and communicate with others. When students perform a speech, devise a scene or reflect on their work, they are learning how to interpret ideas and share them with an audience.
That is why drama remains such a powerful part of education. Studying drama encourages young people to think critically, collaborate with others and develop the confidence to express their own perspective. Taking part in drama helps young people develop empathy, giving them a better understanding of others and strengthening how they collaborate both in education and later in the workplace. It makes them more confident, more engaged, and I’d hope, happier.
For teachers and schools considering Trinity qualifications, our aim is to support both the artistic and educational journey of every student. Drama exams should challenge students, inspire them and help them discover what they are capable of.
When I watch candidates perform in exams around the world, that is exactly what I see. Students bringing their ideas, their voices and their cultures into the space and sharing them with confidence.
And that, ultimately, is what drama education is all about.