The primitive elements from which drama evolved--group participation with no audience, a strong relationship between drama and other arts, and a sense of emotional release associated with physical expression--are also the bases for creative drama. Creative drama in the secondary school should (1) avoid a formal stage, the intrusion of an audience, or the unnecessary suppression of noise, (2) eliminate most scenery, costumes, and other technical aspects of drama, (3) involve all children in the drama, with hesitant ones gradually being drawn into the acting, (4) permit extensive freedom of movement and involvement, (5) encourage spontaneous speech, and (6) provide the teacher with extra knowledge about the child's character and emotional state. For a beginning class, introductory pantomime activities, such as crossing a creek on stones, can settle the class and encourage concentration. Next, short improvised plays based on stories or ideas can be acted. After a series of such lessons, the work can develop along a variety of lines--completely free form, improvisation within an assigned part, a partially scripted play, or literary study of drama. [Not available in hard copy due to marginal legibility of original document.] (LH)