ABSTRACT
Drama possesses the capacity to create unique learning communities. Community, as conceived and ascribed within this chapter, is not static or inflexible but rather a dynamic entity engaged in a constant process of ‘becoming’ (Nicholson, 2005; Pinar, 1998): historically situated (Franks, 2004; Rogoff, 2003; Vygotsky, 1978); socially and culturally responsive; and aesthetically oriented. What follows is an exploration of drama communities at Croydon Grammar School, Northern Grammar School and Ashmore High School as observed at a single point in this process of ‘becoming’.
