ABSTRACT
In playbuilding the teacher plays a variety of roles within the process as a whole in order to create rich contexts and opportunities for learning. In general terms, the teacher considers the quality of the devising process overall and provides key steps and strategies to move the group forward in their art making and also in their skills and understandings. Drama teachers should have a clear sense of the playbuilding process in mind as they lead the learning. They will have structured the experience for students so that their ideas can take shape in dramatic form in clear phases of the process. The level of deliberate leadership of the teacher depends largely on the teaching context and the level of playbuilding experience of the class. This does not imply that teachers lead any less with more experienced playbuilders, rather the way they lead caters for more student independence and higher levels of skill and knowledge.
