‘Teacher in role’

Abstract

This article reflects, from a personal point of view, the changes in curriculum in relation to drama in the primary school over the last 25 years and the author's own discovery of drama as a teaching and learning strategy. He welcomes the shift away from the disparate and idiosyncratic curriculum of the 1970s as an important progression. However, he warns of the dangers of too much prescription in methodology. He advocates the teaching and learning strategy of ‘teacher in role’ as a radical methodology which contextualises learning and maintains teachers' ability to hold on to teaching as an art form.

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