ABSTRACT
This chapter begins with an account of a sustained piece of drama involving an adult and a child of four years of age. It brings together many of the features of drama and drama teaching. Simplistic assumptions that 'drama in education' means being anti-theatre, or being dedicated only to one methodology of spontaneous improvisation, or that it refers exclusively to the use of drama across the curriculum, do not stand up to close scrutiny. One of the major contributions made by exponents of drama in education was the new emphasis on content. The other emphasis in drama in education was on the quality of the experience of the participants. The word 'inclusion' has been used in drama writing to signal that past arguments that created binary divisions between such concepts as drama and theatre, process and product or acting and experience have given way to a more tolerant climate in which all manifestations of drama are accepted.
