ABSTRACT
In this chapter the author provides a rare insight into the phases through which drama teachers on a part-time in-service course pass. He identifies similar concerns which he categorizes into (1) those concerned with the medium and (2) those concerned with the teacher’s roles. In discussing the medium, we are reminded of the issues raised in O’Neill’s chapter – drama as subject and method; in discussing the problem of handling the ‘living through’ experience, Havell echoes the points raised by Bolton concerning the difficulties in creating a balance between the play for the child and the play for the teacher; and in discussing classroom constraints, there is a link with Watkins’ notion of authority for the pupil. This chapter is particularly valuable as an example of how we may begin to look for more effective ways of reflecting on the relationships in the classroom between the child, the teacher and the drama.
