ABSTRACT
What does a child see when looking at an archaeological figure? What remains after the child steps away from the figure? How might a child develop a deeper and more personal appreciation of an archaeological site? These questions provided a starting point for a Fulbright-Nehru research project conducted recently. This article outlines discoveries and challenges in examining the efficacy of using drama as an educational pedagogy with elementary-aged public school students in India. The project sought to develop within students an investment in and deeper understanding of mythological history as portrayed through architecture and to expand their conception of their contemporary cultural identities.
