Using drama for learning, being a sort of universal joint to engage children with the curriculum currently required by law, has become of interest again recently. Teachers are weary of the requirement to concentrate upon content-based study and are seeking respectable academic contexts which can challenge their students to think, study and engage with the real circumstances of their existence.
Throughout our lives we all spend a great deal of time telling and listening to stories and we easily forget how these engagements inform and influence us. Technology has added tremendously to the availability and usage of story. Newsprint, television, the internet and radio have added to the literary and oral forms we all experience. This book makes sensible, detailed and informed contributions that help teachers to understand why it is important to harness stories to serve curriculum learning, by explaining the transition from the literary form to the dramatic form.
Roger Barnes a psychologist at Newcastle University said to me, "Schools may not be safe, but drama can be a safe place to learn in and from." This book endorses this opinion.