Abstract
The article "Drama in Education" deals with drama implementation into teaching English and subsequent assessment of the effectiveness of this alternative method. It introduces us to the empirical project, the aim of which is to create a theoretical-methodological study.
The author discusses conditions necessary for the method's implementation, as well as its benefits and drawbacks. In addition, it delves into the change of the teacher's profession as a precondition to the implementation of alternative teaching methods.
Bringing a holistic approach to the English classroom, the author widens the scope of the subject as such and merges other disciplines such as psychology, acting, music and art to help develop a complex personality. Owing to this, the author proposes a method which diverges from knowledge-based teaching and instead, accentuates self-reflection and social skills.
The language class thus transforms into a language laboratory where students are encouraged to use L2 the same way they would use their mother tongue. Simulating such an environment where they would speak uniquely L2 (target language) by rehearsing the play, participating on costume making, making decisions about staging and performance of the play, students become more confident and efficient with using their target language.
As an alternative approach to learning, this method requires thorough preparation and devotion, but brings satisfaction to both students and teacher.