ABSTRACT

The idea of introducing drama into the curriculum for pupils with PMLD can be very daunting. Staff may feel that they lack training, ideas and inspiration or think that their pupils are not ready for make-believe play. Peter (1994 pp. 13–15) helps to dispel these fears by taking us back to the very beginning of learning about make-believe. She explains that a young baby first discovers pretence through enjoyable turn-taking games with a parent. The baby throws a rattle out of the cot, the adult pretends to be cross and puts it back; the game is repeated over and over again. Peter says that this is the kind of experience that needs to be captured in drama. She proposes that, initially, drama activities will be carefully structured and resemble a game with ȁturn-taking, a clearly defined beginning/middle/end and complete in itself. She lays down pointers for devising drama activities. These include the importance of total involvement by everyone in the group in order to build up a sense of make-believe and ȁa shared emotional experience’, an atmosphere of tension and a sense of anticipation, and a ritual element controlled by music, rhythm and rhyme. She points out, however, that pupils with physical disabilities or PMLD may startle easily, and the pace will need to be adjusted to avoid sudden shocks. The atmosphere must be fun, relaxed and safe.