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During their work teachers may take advantage of a large variety of educational means, one of them, which is considered as rather progressive despite its long history of usage, is a method of incorporating theatre and other drama techniques into ordinary lessons. There is a very wide scope of combinations that merge flourishing pedagogical effects with the theatrical techniques, among which we differentiate: shadow play, physical theatre, puppetry, and musicals. Needless to mention what is the most common theatrical technique, namely, a cooperation of a teacher and students in order to put a play on show. After some time of rehearsals a play is exposed to a wider audience, as it takes place in a real theatre. A different method exploited on the educational field refers to drama frame combined with lessons while teaching any subject, which is known as educational drama
[1].Its idea is based on different roles given to students whose task is to behave as they think the characters would. It is done in order to understand motives and acquire knowledge of human nature. For the most part, educational drama frequently deals with challenging and difficult issues, in particular such as misbehaviour or borderline situations. On the whole, educational drama is more spontaneous, unpredictable, and involves experiencing a large number of various feelings. Participation in that kind of a activity allows student to consider viewpoints that are implied in specific roles. Making a choice between drama techniques rests in teacher’s hands. Before that, however, several aspects have to be taken into consideration. The purpose of this long paper is to examine the benefits as well shortcomings stemmed from adapting drama for school purposes. At the same time, a paramount issue is to demonstrate that drama has a lot to contribute to the process of socialization, naturally, if exploited effectively. During this process people, and most notably children, are made to behave in a way acceptable in their culture or society[2]. To be more precise socialization is learning the customs, attitudes, and values of a social group, community, or culture and it is fundamental for the development of individuals who can participate and function within their societies as well as for ensuring that a society's cultural features will be carried on through new generations [3].
Students are the addressees of all teachers’ activeness; therefore, what they will gain from some activities is the heart of the matter. As far as drama in class is concerned the advantages for learners are numerous. While taking part in a school drama, often unconsciously, students exercise considerable skills, as an example, communication competence, since a play is based mainly on social intercourse. In real world children have no chance to rehearse utterance and choose the most appropriate version. During the time of rehearsals, students examine different forms of articulation, which are representation of some feelings and ideas. It is the consideration of character’s interactions that allows students to realize how certain patterns help people communicate successfully or exacerbate their relationships
[4]. What is more, children learn how to use gestures and facial expressions in order to enhance the expressiveness of the utterance. While being on the stage, young actors use gesticulation, body language, eye contact, so quite obviously, they familiarize themselves with exploring nonverbal communication.
Another remarkable skill, mastered by students, is cooperative work within a group especially in terms of relying on others. The success of a play depends mainly on student involvement, which means that each student has to realise the meaningfulness of his participation. It is a foregone conclusion that a class or group becomes a team, whose mission will not be completed if one member fails. Of course, the responsibility is shared according to the shown potential so that one’s talents are developed and exploited accurately. Shouldering the responsibility, students discover that they are reasonably capable of succeeding in given task. Furthermore, participating in drama activities boosts confidence in children; for example, those unobtrusive may reveal their innate gifts.

Teacher should have no hesitation in engaging each child in the process of setting up a school drama, then some particular pedagogical goals are more achievable. Even if students refuse to take part in a play as actors there is still a lot of required preparation in other areas. For a dazzling show the variety of abilities need to be involved: not only aptitude for acting but also manual skills such as painting and designing, as there is an absolute necessity of arranging a visual background for a play. In fact, the fruition of a play does not rest only in the hands of young actors; the musically talented students can show off by creating a soundtrack, those linguistically gifted can help with modifying and applying a script, so that it is more suitable for children’s needs, young painters can let others see their ingenuity by preparing some creative stage props. Through effective teamwork, children grasp a concept how cooperation within a society is built. Group work is regarded as integral component of a day-to-day life, present at school, labour, and leisure activities. It is easy to assert that drama maximise a chance of testing themselves as a part of a cohesive group, taking advantage of secure and artificial setting. For that reason, preparing a play helps (powtrz)students in finding a suitable place, a kind of right niche in a group so that the abilities of one are exploited thoroughly.

The additional advantage refers to the preparation for further activeness that students may take up in the future. Almost certainly, some learners find theatre very absorbing, while the others adjust to the stage and public performances. Thus, they may discover some new talents that are secretly buried inside their immature personalities. Being encouraged by the theatrical attempts, some children will embark on social-oriented activities like working as a volunteer or a student council
[5]. Surprising as it is, that is an outcome of acquiring the idea of influence that someone can have on a group; and in fact, can in some way shape the society. What should draw our attention while describing the benefits derived from drama is the presence of stress that appears during a display. A student has to deal with the stage fright, which is an inseparable companion of every show and may be a source of some serious disorders. Especially, stress affects people physically and limits the ability of expressing and thinking clearly. Indeed, students who find a method of controlling the stress level during the school performances are likely to broaden their experience in area of self-control. Throughout the time of difficult exams, prepared and resistant, students will appreciate the stress to which they were subjected during theatrical performances. That has immense value in terms of oral exams where success depends on managing with a lot of intensive exertion. Therefore, I have come to the conclusion that drama builds and improves students’ assertiveness and increases general stress resistance.
Yet, a following argument in favour of applying drama in class is a general idea of experiencing feelings. When dealing with a role in a play, a student encounters a quantity of characters and behaviour patterns. Substantially, it is for the first time when children have an opportunity for impersonation of a dramatic situation what normally would not take place. That can significantly develop students’ ability of anticipating the consequences of particular actions, along with the skills of empathy for feelings that someone undergoes in a difficult position. Young actors, while working on their performance, are expected to ponder all justifications for a character’s actions. In all likelihood, the profound consideration will lead to the occurrence of positive emotions, such as the sympathy, empathy, compassion, and perhaps for some students the importance of solidarity will be revealed.

Comparing their own experience with the feelings harboured in the texts, students can explore unique possibility for discovering unknown emotions complemented by the growing perception of others and even of themselves.( ??) Last but not least, provided that students are involved emotionally, their performance will be enriched and memorable. Moreover, a closer look shows that children may train the ability of critical thinking, which is essential when it comes to acceptation or tolerance of some difficult issues.

The next advantage refers to the knowledge, which is introduced in the dynamic setting, acquired while working on a play. What may be boring for students during a traditional lecture is the typical shape of teacher-centred activities with little place for the student’s creativeness. Provided that a teacher is rather resourceful he or she is able to implement drama techniques in any kind of course so that the process of learning can be radically altered. It must to be stressed that is not the easiest task to replace a conventional lecture with an innovatory form; however, the effect is very encouraging. When students realise that a lesson can be attractive, instead of being put off they remain eager to learn. The encouragement for taking part in drama is also connected with the immediate response from the audience whose applause is the biggest reward for any actor. That kind of a prize is received not only after a public performance but also can take shape of continuous admiration and appreciation expressed by the classmates or a teacher who take part in a play.

In point of fact, participating actively in a drama event develops students’ ability of assessing the quality of art. In the era of mass media any contact with a traditional display of arts demonstrates, beyond doubt, that apart from the Internet or television there are alternative forms of entertainment conveying valuable messages. Furthermore, a student who examines the characters’ motives and interprets the events presented in a drama does quite similar analysis as during a classic lessons. Consequently, drama carries out a function of delivering the cultural heritage to the students. Some authors of teacher’s books on school drama maintain that what overrides all benefits is the enhancing of literary taste.

It would appear that a school theatre enables children to understand the role of art in human life, as it aims to mirror the reality
[6]. The topic area of drama rarely is focused on fantastic matters; on the contrary, it is based on what people can experience during their entire life. It seems to be an inexhaustible source of inspiration, notably, due to the fact that the human life is loaded with the dramatic feelings.
Additionally, there is a profit boosted by a school theatre especially vital for young learners, whose level of socialization still remains at the lower stage and they simply have not fully understood all standards of behaviour. By repetition, children learn what is acceptable and prohibited; then certain personal manners are unconsciously acquired during this enjoyable activity. In brief, theatre may be perceived as a school of good manners, its aspiration is to raise the awareness of culture. No one would dispute that drama workshops are efficient method that supports overcoming bad habits and customs.

Students not only enjoy theatre but also they are to some extend aware of the profits. Teresa Samulczyk-Pawluk
[7] has designed a questionnaire, in which she examined children’s feelings about an after school drama classes. Those are the results:
“Students asked about the reasons for joining the theatrical activities answered that they were encouraged by the teacher (sometimes parents) or they are interested in drama, they are willing to work within a group and they like to play with their friends. In their opinion a theatre is a place were they experience many fascinating feelings, meet absorbing people and exciting places. Among the other reasons were: “I have talent”, “I like imitating others”, “performing is absorbing”. (…)Those children believe that a theatre has irreplaceable value as an alternative for television, computer, helps in finding others with similar interests, and teaches a lot of things.” According to her research the most noticeable profits pointed out by children are: a great fun, cementing friendships, learning how to exist and cooperate within a group, raising self-confidence, experiencing others’ dilemmas, widening the general knowledge and artistic interests. As these findings revealed the school drama is very absorbing for children, whose awareness the number of potential benefits is, in fact, very promising.

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[1] Pankowska, Krystyna. Pedagogika Dramy: Teoria i Praktyka. Warszawa: Wydawnictwo Akademickie Zak,2000.



[2] "English Dictionary for Advanced Learners." Collins Cobuild. 2001.



[3]“ The American Heritage New Dictionary of Cultural Literacy”, Third Edition. Retrieved May 24, 2008, from Dictionary.com website: http://dictionary.reference.com/browse/socialization



[4] Almond, Mark. "Let's Get Theatrical with Our Students!" The Teacher Oct. 2006: 36-39.



[5] Wierzbicka, Urszula. Szkolny teatr malych form w moim doswiadczeniu pedagogicznym. Warszawa: Wydawnictwa Szkolne i Pedagogiczne, 1979.



[6] Firlit, S. ”Wychowanie i dydaktyczne wartosci teatru szkolnego.” Zycie szkoly .2.1978



[7] Samulczyk-Pawluk, Teresa. Edukacja teatralna w szkole podstawowej. Kraków: Oficyna Wydawnicza Impuls: 2005.!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!czemu ten przypis jest tu?????????