The Teacher-in-Role drama strategy requires the teacher to take on a specific role in the drama and collaborates with the students within the imaginary situation. The teacher will have control to keep the flow of the drama by questioning, challenging, organising thoughts, involving students, and managing difficulties. Through the use of this strategy, the teacher can encourage greater use of relevant language, engaging students in dramatic action. Students become active participants in learning and are continuously evaluating and regulating their own learning experiences to interact with the teacher (Ewing & Simmons, 2010, p. 32).
The Mantle of the Expert drama strategy involves the creation of a fictional world where students assume the roles of experts in a designated field. This allows the students to assume responsibilities for their own development of knowledge. In addition, the students will need to collaborate and apply skills and knowledge they know to interact with the scenario in a proactive way. There will be a shift in the responsibility in the lesson to the students and teachers will have to model appropriate behaviour for the students to experience learning through drama (Ewing & Simmons, 2010, p. 34).
Reference:
Ewing, R. & Simons J. (2010). Beyond the Script, take two. Primary English Teaching Association, Australia.
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