Rooted in social interaction, drama is a powerful way to help children relate positively to each other, experience negotiation, gain confidence and self-esteem as well as consider their personal values and moral codes of conduct (Winston, 1998). Drama also offers very rich opportunities for imaginative development through the creation of a questioning stance and the exploration of different possibilities and perspectives (Grainger, 2005). Children learn though 'living through imagined experience' (Neelands, 1992).
Student teachers will have seen children enjoying drama and appreciate their sense of absorption in serious imaginative play. Even if they are somewhat reticent themselves in this domain, they will recognise its motivating power. This is not enough however; they need to be able to describe the learning potential of drama, so they are equipped to formatively assess the children's learning and defend their use of this medium in English and across the curriculum. Activities which involve a close focus on learning can help student teachers value drama's distinctive contribution.
