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BA 2
Drama
1st
November
Input 3
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What is drama in education?
 In
pairs
 Brainstorm
all the
images which come
to mind when the
phrase ‘school
drama’ is said.
 As
a group
 Share
the images
and make a list of
all the different
activities that come
under this heading.
+ Make a list of expectations, skills, attitudes of both
teacher and pupil in relation to the subject.
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Teacher
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Pupil
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Expressive arts
Experiences and outcomes
Experiences in the expressive arts
involve creating and presenting and
are practical and experiential.
Evaluating and appreciating are used
to enhance enjoyment and develop
knowledge and understanding.
My learning in, through and about the expressive arts:
enables me to experience the inspiration and power of the
arts
recognises and nurtures my creative and aesthetic talents
allows me to develop skills and techniques that are
relevant to specific art forms and across the four capacities
provides opportunities for me to deepen my
understanding of culture in Scotland and the wider world
is enhanced and enriched through partnerships with
professional arts companies, creative adults and cultural
organisations.
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Experiences and outcomes: drama
What are experiences and outcomes?
The title 'experiences and outcomes' recognises the
importance of the quality and nature of the learning
experience in developing attributes and
capabilities and in achieving active engagement,
motivation and depth of learning. An outcome
represents what is to be achieved.
http://www.educationscotland.gov.uk/myexperiencesandoutcomes/e
xpressivearts/drama/index.asp
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What is drama in education?
In drama, teachers and students are
engaged in collective enquiry and
exploration. O’Neill, 1987
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What is drama in education?
Literacy…….is
language in
action. It makes things happen, it
is a means of transforming your
world, it is the essential that joins
cause and effect in human affairs.
Neelands, 2000
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What is drama in education?
Drama is the act of crossing into world of
story… Storying provides students with a
natural human process for finding essential
meanings in the experiences of themselves
and others.
Booth, 1995
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Falling into the Stories
“When we are in drama it is like walking into the pages of a
book. The words do not just lie there; they come alive and
walk with us. That makes me want to stay in the drama
because I don’t want to leave the world behind”

Beatrice,aged 10 “INTO THE STORY Language in Action Through Drama” by Miller & Saxton
We, as teachers, need to nurture and support
the pupils’ capacity to make-believe.
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Role on the Wall
To discover a change in perspective through reflection
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Lets look at Rose and Jack again. Knowing what we know
now, what new words or adjectives do we want to add to the
children?
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How have our ideas about them changed?
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Reflection
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What sorts of things might make you change your feelings
and thoughts about someone or something?
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In what other stories that we know do people go through
some kind of test (like the tunnel that Jack and Rose go
through)?
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Why do you think the author doesn’t refer to the children by
name until the end of the story?
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Let’s talk about our drama
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Which activities helped you to create the drama world?
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Key understandings and Questions
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What does a name signify? Why does the author not refer to
the children by name until the very end of the book?
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What is it about a relationship that moves us to take actions
that we might never consider taking in any other situation?
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A tunnel is a powerful metaphor for signifying a journey.
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Reflection
In
pairs, identify one drama
convention from the lesson
and discuss what learning
opportunities were
addressed/created through
that particular way of working.
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Reflection
In
pairs, identify one drama
convention from the lesson
and discuss what learning
opportunities were
addressed/created through
that particular way of working.