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The teacher or leader manages the learning opportunities and theatrical possibilities provided by a “dramatic” context from WITHIN the context by adopting a suitable role in order to: excite interest, control the action, invite involvement, provoke tension, challenge superficial thinking, create choices and ambiguity, develop a narrative, and create possibilities for the group to interact in role. The teacher is not acting spontaneously but is trying to mediate her/his teaching purpose through involvement in a dramatic context.

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