Abstract
Creative drama has as its parents the art of theatre and the field of child development. Leaders of drama activities with young people have worked primarily instinctively, evolving a personal style which takes into consideration their previous theatre training and knowledge of children. Utilizing theatre/drama activities with children to aid them in their development as individuals and as artists has been an accepted practice for centuries, but only since the 1940s has the field of creative drama become clearly defined (Ward, 1947). Since the forties, the literature has increased, practitioners have been trained and awarded advanced degrees in creative drama, and various approaches for leading drama activities have developed (Aldrich & Swartz, 1972; Heinig & Stillwell, 1974; Jennings, 1973; McCaslin, 1968, 1975; Siks, 1958, 1977). Some of these are based more strongly on the child development aspect of drama (Slade, 1954; Way, 1967); some are more clearly related to the theatre roots of creative drama (Spolin, 1975; Wagner, 1976).
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Rosenberg, H.S., Castellano, R., Chrein, G., Pinciotti, P. (1983). Creative Drama and Imagery. In: Shorr, J.E., Sobel-Whittington, G., Robin, P., Connella, J.A. (eds) Theoretical and Clinical Applications. Springer, Boston, MA. https://doi.org/10.1007/978-1-4684-1179-9_7
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DOI: https://doi.org/10.1007/978-1-4684-1179-9_7
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