medium in an educational context. It emphasizes the

inter-relationship between Drama and Therapy implying the

connection of Drama as a helping medium to Drama Education.

By interviewing each of eight practitioners, representing

categorical archetypes in the field, the researcher transcribes

their data into narratives. These experts from the field include a

former Drama student, an author/researcher, secondary and

elementary Drama teachers, a university Drama instructor, and

artist/educators. A follow-up session with this group produces a

schema of themes that recur in all narrative data. The analysis

integrates these themes providing thirty-four points in support of

the thesis. The study concludes that Drama represents a "double

mirror" for Drama Education. It shows that Drama as a

therapeutic medium has meaning, both personal and shared, that

affects the interpretation of the role and function of the Drama

teacher in the whole educational system.