ABSTRACT
Performance is central to theatre practice. Theatre teachers and their students spend much of their time inside and outside of class working toward fully mounted and completely realized theatrical productions. While fully produced theatre work is often an integral part of secondary theatre practice, there are also affordances and limitations to that work. This chapter argues that in addition to producing fully mounted theatre productions, theatre teachers can achieve parity among students through curricular opportunities that allow all students to practice performing. Process drama is one model of theatre practice that can provide students with opportunities to practice the theatre performance literacies. It uses the same building blocks as traditional theatre production but uses those building blocks with different intentions. The chapter also argues that theatre classrooms should work to provide alternative but equivalent learning opportunities for all students to practice performing literacies associated with theatre learning goals.
