ABSTRACT

The experience of co-creativity is challenging, not least because traditional assessments of the human condition tend towards privileging the expression of the creative impulses of the individual, treating it as a personal attribute rather than as something pertaining to the social group. Process drama has a structural framework. The teacher, in directing and shaping the drama, knows that the major elements of the drama can be adjusted at any time, in addition to her having an available repertoire of strategies solidly grounded in theatre practice. Progression should occur in the art form as well as in the content area. Task is crucial in monitoring progression. Assessment and evaluation can be made in a variety of ways, including through observation, narrative accounts, audio/video taping, photography, discussion, presentation in performance, creative reflection, talk, questionnaires, preparing portfolios, as well as self- and peer assessment.