ABSTRACT
An increasingly coherent account of the meaning and practice of drama in education has begun to emerge through publications such as Learning through Drama , Drama in Primary Schools and Towards a Theory of Drama in Education. A noticeable feature of the publications and much of the debate about drama in education is a growing awareness of the need to refer to a variety of other disciplines in the search for a coherent theoretical framework. The literature of drama in education and the idiosyncratic formulations of the pioneers cannot adequately illuminate the underlying meanings and interactions of the drama lesson. Many accounts of drama seemed to exist almost in a vacuum and to ignore the constraints and controls which affect all educational activity. By virtue of both its relative immaturity and particular educational philosophy, the practice of drama in education was, especially vulnerable to attack before it was fully established.
