Although drama is part of the National Curriculum for English at all Key Stages, little guidance currently exists on how teachers can effectively integrate this into the curriculum. Often drama is used only for Personal and Social Education- to explore issues such as bullying or for the 'end of term production'. Although these activities are valuable in their own right, children also need to be encouraged to be play writers and play watchers if they are to discover and appreciate drama in all its forms throughout the world. In this collection of essays, David Hornbrook and a team of contributors focus on practical strategies for developing the drama curriculum in primary and secondary schools. Although the book focuses on the content of the curriculum, the theoretical foundations underpinning these strategies are also clearly explained. The book is divided into three sections: teaching and learning- the contributors consider the role of drama as a world phenomenon and the skills and knowledge needed to develop a coherent, multicultural drama curriculum; creating and performing drama in school- how can teachers effectively involve young people with the three constituent elements of drama- making, performing and responding? watching and understanding drama in school- the importance of the audience, the influences of the media and television and how students can be helped to develop a general dramatic literacy as part of a process of critical acculturation. Sharon Bailin, Simon Fraser University, Canada, Sita Brahmachari, Ruth Forder, Homerton College, Cambridge, UK, Jane Gangi, Sacred Heart University, USA, Andy Kempe,