This document outlines the author's praxis for using drama in the classroom. The author will embed drama into all learning areas to allow students to act, reflect, and transform their thinking. Some key aspects of the praxis include using process drama to look at problems in context and deliver solutions, employing pre-texts to raise interesting questions, and considering elements of drama like focus, tension, and role. The author also discusses using ICT tools like eportfolios to differentiate instruction and support students who may be learning from a distance.

1. Theory Praxis
Nexus
How will I teach drama?
What will it look, sound and
feel like?

2. What is my Praxis?
 My praxis in a classroom that embeds
drama into all learning areas will allow
students to act, reflect and transform their
thinking (Rebeck, 2005).
 This presentation outlines what my praxis
will look like using drama education as the
pivotal tool.

3. Y Chart

4. Drama and the curriculum
 Sue Davis (2010), states that drama is a basic
human form of expression and can be seen in
everyday life.
 Therefore the use of drama in the curriculum
enables connections and relevance to the
students „real-world‟
 Drama is also a subject area that needs
students to cohesively work together. This is
important in the curriculum as students need
to learn to work in a team.

5. Process Drama
 Process drama is used to look at a
problem in context and deliver a solution
through drama (Weltsek-Medina, 2008)
 Through utilising the strategy of Teacher-
In-Role (O‟Toole & Dunn, 2002) students
are able to have their problem scaffolded
through the process drama and therefore
provide a solution to the problem.

6. Term: “Pre-Text”
 The term “Pre-Text” is a resource that is used
to help raise interesting questions when
working through a process drama (O‟Toole &
Dunn, 2002).
 A “Pre-Text” is a concrete resource such as a
book, song, video, poem or picture that ties in
with the problem that is being examined in
the process drama.
 The “pre-text” is used prior to the dramatic
performance.

7. Elements of Drama
 The
Elements of Drama outlines a series of
elements that need to be taken into
consideration when performing these are:
 Focus
 Tension
 Space
 Mood
 Contrast
 Symbol
 Role (Croft-Piggin, 2000)

8. ICT as a Tool
 ICT is an effective strategy to use when
trying to differentiate the drama
curriculum for students who may not be
as confident as others or for those that are
away from the classroom (STRAKŠIEN ˙
E˙, 2009).
 The use of the Eportfolio also supports
differentiation in the curriculum as it allows
students access to their work any where
and at any time.