Drama is a central part of the school curriculum from Kindergarten to class 12. In the beginning drama enhances, through what appears to be play, a deepening of the soul gestures the archetypes introduced through the fairy tales. As the child moves through the Lower School the themes that resonate throughout the curriculum are again deepened and revisited through drama. As the children grow, so their performances are introduced to the parents, the Lower School, the whole school and finally to the wider community. Each new threshold brings new skills and competencies to the child and the social group. Through drama the child/student is supported in:

  • experiencing the transformative power of artistic process
  • gaining social benefits from team work
  • being enriched culturally by the content

Method and content

  • Kindergarten and Class 1 children are encouraged to play in a natural way, putting on a crown or a cloak and simply becoming a king, queen or witch, often inspired by story time.  The archetypal characters narrated in the stories come to life through drama and live deeply within the child’s soul.
  • In Classes 2 to 5, short plays are drawn from the Main Lesson curriculum (saint stories, Native Americans, Norse mythology, India and Gilgamesh); pupils enact various parts, generally known by the whole Class and interchangeable, strongly supported by their peers; recitation is often done in chorus. In addition, foreign language plays foster fluency in oral work and a sense for the culture of the country
  • In Classes 6 to 8, skills in music, singing, speech, artwork and movement are worked on, culminating in a full length public production for Class 8 pupils. The content in these years ranges from Rome to exploration to Shakespeare and the Industrial Revolution
  • Classes 9 and 10 work with masks, movement, mime, improvisation and dance; they perform short plays and may take up small parts in a Midsummer production alongside Classes 11 and 12
  • Classes 11 and 12 work towards mastering the dramatic process, setting high standards, and creating a company spirit; they study the chosen Class 12 play and become involved in set and costume design, music and lighting; are encouraged to discuss the meaning of the play, its heartbeat, its plot and how to bring these alive for an audience; are guided through the emotional journey of a major production, becoming socially aware of each other’s transformation as actors and human beings.