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ABSTRACT

This is a penomenographic study about how teachers practise educational drama at a school, a Centre for Performing Arts and a Theatre Company in India. The empiric data is applied to Sternudds (2000) four drama perspectives.

The result shows that teachers in the field study work with Sternudd´s (2000) drama perspectives in their education, where the artistic orientated perspective is most practised and the critical revealing perspective is the most practised in rhetorical ways. The holistic learning perspective is practised at the school. The personal development perspective is practised a little bit during the camps and at the school. The result shows that the teachers use a variety of drama exercises and pedagogical methods inspired by philosophers, writers, actors and directors worldwide.