ABSTRACT
This chapter will argue for a vision of what constitutes good drama in a primary and middle school classroom. By ‘good’ I mean drama that is educationally of value in itself, in human and cultural terms that include but go beyond closely defined learning objectives. Rather than referring to curriculum guidance, national frameworks or preferred outcomes it centres around something more permanent: children – what they like and what engages them, what culturally enriches and socially nourishes them.
