This paper presents findings from two research projects, with a primary focus on the evaluation of a drama pedagogical initiative centered around the play “The Hat is Yours,” performed by a professional theatre group for junior high school students during the autumn term of 2002. The evaluation assesses the effectiveness, intensity, and depth of educational drama in conveying cultural messages. Data were collected from a diverse group comprising 16 students (7 girls and 9 boys), 6 teachers, 5 performers, the director, and the playwright, complemented by classroom observations during post-performance discussions involving a total of 60 students. Results indicate a positive reception of both the play and the pedagogical project, with students expressing enthusiasm for the performance and recognizing the value of drama as a discipline. The sessions facilitated imaginative learning and perspective-taking, triggering emotional and intellectual engagement among participants. Student feedback highlights the importance of reflective moments afforded by pedagogical adaptations of the play in classroom settings. However, professional actors expressed mixed views on the moral implications of the dramatic narratives and the challenges posed by unresolved issues within the play, suggesting a need for further discourse on these themes. The paper advocates for the continued nurturing of such initiatives, emphasizing their potential to engage the entire school community, particularly in schools with significant populations of minority and socially disadvantaged students. The findings underscore the role of drama not only as an artistic expression but also as a vital tool for enhancing interest in various subjects among these groups.
