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The teaching of drama in Sri Lanka is presently only conducted by the traditional lecture method, which is not conducive to preparing students for the modern globalised world. To ascertain whether teaching by process drama techniques improved creativity in secondary school students, a non-randomised control group design with an intervention group, a control group and an active control group, was conducted. This article describes the perceptions of teachers in the intervention group who taught process drama. We describe the obstacles which the teachers experienced when teaching process drama and the challenge to bring changes to drama education in Sri Lanka.

Arts subjects such as drama provide an effective context for developing 21st century skills, yet drama teaching in Sri Lanka is still mainly delivery through traditional, lecture-based methods. This article presents evaluation results of a drama-based intervention program that was designed specifically to develop junior secondary school students' creative thinking capacity and adaptability skills in the Sri Lankan context. The participants were 128 students aged 11-12 years in Year 7 drama classes. The program was implemented over twelve consecutive weeks in weekly two-hour sessions by regular drama teachers who had been trained in a process drama teaching approach. Results evidenced a positive effect emerging from the intervention: creativity and adaptability test scores of the students in the intervention group increased significantly compared to those of the students in the control and active control groups. This paper identifies implications of these findings for Sri Lankan drama teaching and learning and beyond. [ABSTRACT FROM AUTHOR]