Reflecting on the body in drama education

Advocacy for drama education has generally taken the form of an argument for dramatic literacy. This is an argument for what can be ââ"šÂ¬Ã‹Å“read' into drama, hence drama as a tool for, or a demonstration of, social insight, understanding and action. Insufficient reference has been made to the ââ"šÂ¬Ã‹Å“embodied learning' of the drama participant. Through considerations of embodied learning, drama can be appreciated as a means for the generation of understanding for participants in the drama. Augusto Boal works with this in his ââ"šÂ¬Ã‹Å“theatre of the oppressed'. This work draws on a broader systemic analysis concerned with bodily interaction. The biology of cognition and self-organising theory, both of which stand behind this paper, offer additional and valuable insights that deepen considerations of the body in drama education. These insights into the process suggest means for its more effective incorporation and understanding.