By the time of their fourteenth year, young people are ready to participate more fully and consciously in dramatic activity. Having been versed throughout the grade school years in speech and recitation work as part of curricular lessons, students enter high school ready for a deeper exploration of voice, speech formation, and theatrical engagement.
As high school students seek to know themselves and the world, drama offers a means of traveling through the imagination to this spiritual destination. Ironically, the drama teacher uses improvisation and role‐play to help the students experience an escape from their self-identity, which in turn leads to a discovery of certain deeper truths about human nature, relationships, and eventually, themselves.
Drama in the high school provides an opportunity for the students to engage in the process of creating living dramatic pieces. In this process, the individual students’ voices and dramatic presence are strengthened, and they learn the technical aspects of stagecraft. With the teacher’s encouragement, this often leads to the emergence of young directors and producers.
In the ninth and tenth grades, six‐ to ten week drama blocks are taught, while drama electives are offered for eleventh and twelfth grades.