Evaluating drama

The most common aspects of evaluating drama are making, performing and responding. As the Drama in Schools document explains, these are as follows:

‘A pupil making drama could be one of the following: an individual researching the historical or culutral background to a play; someone with profound and multiple learning difficulties experimenting with a sound instrument to transform a mood; a member of a group contributing to an improvisation; or a student devising an original piece of work. Performing takes place in many different spaces from the infant, imaginative role-play area to the secondary school drama studio, where it may involve pupils as technicians as well as actors. Pupils can be found responding to drama in many settings, including classrooms, when watching film, video or television, as well as in theatres and school halls. ’

Drama in Schools (Second Edition) p 5

However, in order to be effective, these elements need to be developed and detailed.