ABSTRACT

This chapter outlines the key characteristics of drama and the kinds of strategies and techniques likely to promote the effective use of drama in schools. Heathcote explains her use of teacher-in-role, the need for reflection both inside and outside the drama and the importance of slowing down the action so that this reflection can take place. She deals with such factors as tension, time and progression in drama and examines the limitations of theatre exercises. Heathcote emphasizes that drama for discovery is not about ends. It is about journeys whose destinations are unknown. As she points out, drama is not the most efficient means of teaching facts, but it allows facts to be understood in action.