# data[].attributes.headline
A major pioneer in Educational Drama. Mantle of the Expert. Man in a Mess. Rolling Roll

# data[].attributes.subject
A major pioneer in Educational Drama. Mantle of the Expert. Man in a Mess. Rolling Roll

# data[].attributes.headline
When we express drama it becomes theatre

# data[].attributes.subject
When we express drama it becomes theatre

# data[].attributes.body
Her practice harnesses six parallel instinctive desires in a child
1. To talk and to listen
2. To act in a dramatic sense
3. To draw, paint, and model
4. To dance and to sing
5. To know the why of things
6. To construct things

Two of these are sympathetic (1&2), two are aesthetic (3&4), and two are scientific (5&6).

# data[].attributes.body
Brain Way’s Seven Aspects of Personal Development (originally displayed in a circular form
1. Speech
2. Physical Self
3. Imagination
4. The Sense
5. Concentration
6. Emotion
7. Intuition

# data[].attributes.headline
“Play, after all, ‘require[d] no audience.”

# data[].attributes.subject
“Play, after all, ‘require[d] no audience.”

# data[].attributes.body
Slade was one of the first practitioners since the 1950s to attempt to plot a developmental process of dramatic play.

0-5 years
- elementary testing
- experimentation with dance and rhythm
- the beginnings of social awareness and sharing
- growing understanding of mood and climax
- the beginnings of game
- growing quality of absorption, quietness and physical stillness

5-7 years
- growing understanding that movement is a language
- speech-by-movement, art forms
- the game continues
- dramatic play proper and rhythm established
- development of seriousness

# data[].attributes.headline
“ I use the situations that authors use. The real tense situations of life. If the teacher puts the tension there, the rest follows.” 

# data[].attributes.subject
“ I use the situations that authors use. The real tense situations of life. If the teacher puts the tension there, the rest follows.” 

# data[].attributes.headline
“Children have a wonderful faculty for teaching other children and learning from them.”

# data[].attributes.subject
“Children have a wonderful faculty for teaching other children and learning from them.”

# data[].attributes.headline
“The art of life” was how Slade described drama. 

# data[].attributes.subject
“The art of life” was how Slade described drama. 

# data[].attributes.headline
“Theatre is about Communication; Drama is about Experiencing”

# data[].attributes.subject
“Theatre is about Communication; Drama is about Experiencing”

# data[].attributes.headline
“To me it seems obvious where the trouble lies: the teacher works, whether consciously or unconsciously, on his own lines, and not in and for his children.”

# data[].attributes.subject
“To me it seems obvious where the trouble lies: the teacher works, whether consciously or unconsciously, on his own lines, and not in and for his children.”

# data[].attributes.headline
Through his observations he distinguished between drama - "the doing of life" - and theatre, “the scripted, carefully orchestrated production.”

# data[].attributes.subject
Through his observations he distinguished between drama - "the doing of life" - and theatre, “the scripted, carefully orchestrated production.”

# data[].attributes.headline
“This knowing of what’s irrelevant is the most important thing there is in teaching.” 

# data[].attributes.subject
“This knowing of what’s irrelevant is the most important thing there is in teaching.” 

# data[].attributes.attachment_link.title
Three Looms Waiting Part 4 - Tom Stabler2