Thesis (PhD)--University of South Australia, 2010. Includes bibliographic references. This thesis mirrors the shifting reflections that the author has experienced and the findings she has made over her forty year journey as a drama educator. This is an autobiographical practitioner based research. It traces the origins and evolution of a form of drama pedagogy, which she calls Scaffolded Original Performance Creation (ScOPeC). In particular, it describes, evaluates and codifies a method drawn from these practices by which drama can be used as a form of transformative pedagogy. The author argues that though ScOPeC is a way of knowing that is underused by education systems, it is an essential part of pedagogical knowledge. Involvement with ScOPeC allows students the opportunity to understand with their heads, hearts and hands and engage with what John Heron has called imaginal ways of knowing. The author emphasise the interrelationship of the cognitive, affective and psychomotor domains that complement the dominant positivist paradigm within Western education. ScOPeC has the potential to challenge students, allow them to develop greater understanding about themselves and the society and culture in which they live, and the potential to act on these understandings in an ethical and constructive manner. It also promotes positive self-esteem and engages students with differentiated learning skills and knowledge. The author's journey in the evolution and application of ScOPeC highlights the transformative and democratising power of this form of drama education.