The last few decades have seen an important development in the use of dramatic activity in community theater, psychodrama, and school dramaclasses.
Educators are increasingly employing dramatic techniques for educational, instructional and group communication purposes as well as for psychotherapy.
In this collection of case studies, teachers and theoreticians define educational drama in various, even contrasting ways with differing contents and strategies.
This issue of Contemporary Theatre Review proposes a possible direction for research in educational drama.
Dan Urian is associate professor in the theatre department at Tel Aviv University, Israel.
He is the author of The Judaic Nature of Israeli Theater, also published by Harwood Academic Publishers.