My personal experience of drama in the arts education is very different from Process Drama. Reflecting on the dramas I watched as an audience or participated as a student during my primary schooling were involved playing a role of the character that you were given rather than an approach to the narrative where you could make meaning and learn about the world yourself.

In my primary school (New York, U.S.), Drama and Dance weren't offered at all, not even embedded into lessons (except for the teacher I mentioned). Once I reached secondary school, Drama was an extracurricular activity, formally performed 2x a year. (Dance still did not exist.) Music and Visual Arts (a.k.a. "Art") were mandatory up to a point, and offered as electives. During the school day, they were taught as entirely separate classes; we had to leave our usual classrooms to go to the Music or Art teachers' rooms.

As a result, Arts education in Aotearoa NZ is a very new experience for me, and process drama is worlds apart. From what I can remember, I do think that Mr. Libertucci's lessons had similar elements to a process drama, which might be why they've stuck with me for all this time. In groups, we had to create skits based on intellectual and/or social prompts, individually analyse and reflect on our work, and assess/review our peers' works. I don't think Mr. Libertucci had to do much at all. Who knew that something from a classroom 14,000+ km away and 20 years ago(!) would still resonate with me today as I prepare to become a teacher myself.