ABSTRACT
Drama as a teaching strategy in religious education (RE) is highly effective. The value of drama as a teaching strategy has long been established, practice in school, however, is spasmodic and extremely variable in quality. In a curriculum area like RE, which has as its pivot human experience, the use of drama as a teaching strategy should be both obvious and effective. Drama, in conventional terms, may be an inappropriate strategy to use at this stage, and it might be advisable to choose another mode in which to work. In order to tease out ideas and develop drama that has depth and substance it is sometimes necessary to start the exploration at quite a simple, even superficial level. A drama activity is a sharing process based on relationships of every possible permutation within the classroom. At its best it is a journey of discovery, potent and exciting for both teacher and child, and one that they take together.
