ABSTRACT
Drama's position in prescribed curricula varies around the world. In some countries it is firmly established as a subject in its own right. This chapter focuses on the two aspects that are key to the ongoing development of that high quality drama. Firstly, the recognition that it requires that students become increasingly sophisticated and knowledgeable and skilled in shaping the drama for themselves. Secondly, and of critical importance, is the recognition that the teacher also needs to move forward in her own knowledge, skill and understanding of the art form of drama, particularly process drama. In combination, these two aspects generate a matrix in which increasingly challenging and nuanced dramas are created with correspondingly heightened learning potential. Drama not only opens up the possibility of challenging the predominant power relations in the classroom, but affords the opportunity of challenging many of the wider society's assumptions.
