ABSTRACT
This chapter introduces issues related to the aims of drama, different approaches to the subject through its recent history, and some characteristics of drama as art form. The moral dimension of teaching drama has been to fore in much of Winston's writings. Drama education practice is often associated with criticality and critical pedagogy. Drama practice began to draw more on theatre writing and semiotics. Understanding of content and learning through active experience are just as appropriate to working in performance or with script as they are to traditional drama in education practice. Warm-up exercises and games, play-reading and rehearsal, playwriting which may constitute part of a lesson or part of drama programme of study need to be judged in context. The identification of 'interculturalism' as aim for drama provides interesting example. The term 'interculturalism', or development of 'intercultural competence', has similarly been used in foreign language teaching to refer to acquisition of knowledge and understanding of another culture.
