Frequently Asked Questions:

• How can my child benefit from doing drama?
• What is process drama?
• What will they do in the classes?
• Can I stay in the class with my child?
• Why don’t you do a performance at the end of the term like some other drama schools?

How can my child benefit from doing drama?

• thinking about themselves and others and understanding the world
• co-operation, negotiation and working with others
• problem solving & decision-making
• initiating actions and ideas
• imagination & creativity
• communication & language development
• concentration
• self-confidence

“Play is not simple pretending. As children drive cars, tractors, trains, aeroplanes and spaceships, direct traffic, keep house, care for the sick and injured, buy and sell, undertake elaborate constructions, visit exotic locations, assume a variety of roles, they are also engaging in a multitude of complex learning activities. They compose, construct, plan, direct, engage in oral script making and act as spectators of the proceedings. They experiment with dialogue, plot and action, observing and modifying the dramatic situations that develop.” (Bolton, 1997)

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What is process drama?

Process drama describes a whole group improvised drama. It is a method of teaching and learning that involves all the participants in the telling of a story and exploring the issues within the story. Participants use dramatic forms to create a shared imaginary dramatic world. The process is important and emphasized not the end product.

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What will they do in the classes?

Each week, a different theme or children’s story is explored. Workshops can involve: warm ups and drama games, role-taking, movement / dance, puppetry, handplay, mime reading a story and improvisation.
The children work together, using drama to tell a group story. They are each encouraged to contribute ideas to resolve problems or advance the drama. Reflective activities are a part of each drama workshop.

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Can I stay in the class with my child?

Parents / carers are welcome to participate with their child in the workshops if they wish. Some young children may prefer this, especially in the first few classes.

We have found it usually works best for everyone present to be involved in the drama rather than to have observers. Each week on the parent noticeboard, an outline of the class is written up so that parents can talk with their child later about their experiences.

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Why don’t you do a performance at the end of the term like some other drama schools?

In contrast to many other drama schools, our staff are experienced teachers who have specific qualifications and training in the methodology of teaching drama. In a child’s early years, the best drama experiences occur when they are fully engaged in the direction and development of a story.
All children should have opportunities to participate fully and actively. When classes for very young children are focused on the end product rather than the process, learning is limited and the drama tends to be artificial and sub-standard.

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