ABSTRACT
Performance is central to drama. In the classroom dramas described in previous chapters children were given the opportunities to shape, rehearse and present dramatic material, and make use of space, objects, time and presence, as well as watch and comment upon each other’s work. Characteristically, this kind of performance is developed and shared by the community of the classroom alone. It is not meant for other audiences, nor would it normally serve any useful purpose to go through the lengthy production processes necessary to make of it a valid dramatic experience for such an audience. However, such drama productions do have a significant role to play within primary schools, in both educational and cultural terms, and it is to this kind of performance, intended for a public beyond the immediate classroom, that we shall now turn our attention.
