* Practitioner's/children's ideas?
* Stimulus for the drama (a picture, object, letter, a story)
* What's in it for them?
* What's in it for me? (Is an obvious learning area already apparent?)
Stage 2 Starting point
* Roles Who are the children?
Who are the supporting staff?
Who am I?
* Place Where are we?
* Focus What are we doing?
Opening attitude? (How do we feel about what we're doing?) Stage 3 Deepening phase
* Work to deepen commitment in the drama (variable number of strategies) * Present a 'problem' - how does the group respond?
* Be on the lookout for possible learning areas that may arise * Teacher makes decision as to the group's learning need * Teacher may have anticipated certain lines of development, but remains flexible
Stage 4 Resolution phase
* Work to challenge/resolve situation (variable number of strategies) * Exploring a learning area
* Use of dramatic tension to make developments significant and meaningful * Reflecting on events in and/or out of role
(Taken from Developing Play and Drama in Children with Autistic Spectrum Disorders, by Dave Sherrat and Melanie Peter (published April 2002 by David Fulton)
