Stress is one of the most challenging problems in working life and in the world of education. According to Taelman et al. (2008) “half of work-related stress illnesses are directly or indirectly related to stress” (2008, 1366). Nonetheless, previous research has already indicated the significance of arts as a well-being and stress-relieving activity. (see Karkou & Glasman, 2004; Pöllänen, 2015). In elementary schools arts (including visual arts, music, crafts and drama) are mostly being taught as a skill. Yet, in arts there is always the dimension of therapy despite the goal. Teachers are not therapists but they may promote the idea of well-being through arts. All its best, art as an experience – without the idea of therapy – can relief stress.  

Theatre is said to be the most integrative of all the arts; it can, and often does, include singing, dancing, painting, sculpture, storytelling, music, puppetry, poetry and, of course, the art of acting. It can be argued that there is an innate healing function in theatre that goes all the way back to its origins in human culture (Bates, 1998; Emunah, 1994; McNiff, 1988; Pendzik, 1988; Snow, 1996; Snow, 2003). According to Snow´s (2003) research, therapeutic theatre reduced sense of stigmatization, increased socialization, improved self-image and self-confidence, increased spontaneity and freedom of expression, and expanded positive sense of self. (Snow 2003, p. 81.) According to Emunah (1994) ”the therapeutic impact of performance” can be more effective than “process-orientated drama therapy” (1994, p.251).

Toivanen et al. (2011) claim that different drama exercises, such as improvisation, improve our interaction skills. Drama as a scholarly subject consists of physical movement, vocal action and mental concentration. They (2009) rise a list of things that steer teaching drama for student teachers. The most important goals are “to increase awareness of the student teacher’s self (mind, body and voice) and of others (collaboration and empathy); to increase the interaction skills; to improve clarity and creativity in communication of verbal and nonverbal ideas; to increase the understanding of human behavior, motivation and diversity in educational situations”.

Although the emergence of arts therapies is closely linked with education (Karkou, 1999; Karkou & Sanderson, 2000; 2001), arts education and arts therapies are now separate and distinctive practices. Arts teachers and arts therapists make different use of space (open space vs. private space) and encourage involvement of different groupings of students (large numbers vs. one-to-one and/or small groups) (Karkou & Glasman 2004, 58).

This study is located in the field of drama education and it is a part of doctoral thesis based on drama education in teacher education. It aims to clear out the student teachers´ experience of stress during the drama lessons. It will also describe what kind of feelings they experience during their drama exercises. The group of participants consists of 13 volunteer student teachers who participate on the drama course in January-February 2016.

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