ABSTRACT
This is a practitioner’s reflection on a pre- and post-performance drama intervention developed for a disadvantaged Irish primary school with fourth-class students (aged nine through ten) over ten sessions. The practitioner discusses the creation of a process drama based on the themes of a Theatre for Young Audience performance the students attended. Successes and challenges are addressed, as well as how Teacher in Role and time can be used as conventions to open the drama, while continuing to recognize the imaginative contribution of the students. This reflection highlights a lack of current documentary research on extended post-performance drama in education practice in Ireland.
