Analyses of 3-4 Drama Techniques Useful in Classroom Drama

Adriana Dervishaj, Vilma Tafani


This research work is an attempt to constitute an argument and point of view about the nature of drama, the concept of drama as an art form and the idea of teaching of drama as an art form. To most people outside education, drama means reading and performing plays. In school, however, (particularly up to the age of 15-16) drama is nowadays more likely to involve various forms of role taking, dramatic play and improvisation rather than work from texts. The extreme divisions between ‘drama’ and ‘theatre’ practice, which were characteristic of the seventies and eighties, have given way to a more inclusive view of the subject which sees a place for all manifestations of drama in schools. However, many of the strategies, which can be used, by drama teachers and pupils in the classroom have close affinities with the techniques used by playwrights in the construction of dramatic texts. By exploring the way those techniques are used by dramatists, insight can be gained into the nature of the art form which in turn will inform classroom teaching.

Keywords: Alternative perspective, externalising inner conflict, framing action, incongruity, complexities.

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