Mantle of the Expert: A Complete Teacher's Guide
Learn how Mantle of the Expert uses dramatic inquiry to transform classroom learning. A practical guide to Dorothy Heathcote's role-based pedagogy.
Mantle of the Expert is a drama-based teaching methodology that positions students as experts working within a fictional company or organisation to solve authentic problems. This complete implementation guide takes you through the essential steps: establishing your fictional context, defining student expert roles, creating believable commissions, and facilitating investigations that drive deep learning across any curriculum subject. You'll find practical frameworks for planning MoE units, techniques for maintaining student belief in the fiction, and strategies for assessment that captures both subject knowledge and transferable skills. Transform your classroom into a dynamic workspace where students naturally take ownership of their learning and develop real expertise.
Key Takeaways
- Expert identity transforms engagement: Students take on professional roles (archaeologists, scientists, consultants) that make curriculum learning purposeful and authentic.
- Nine interconnected elements: Successful implementation requires careful orchestration of fictional context, expert team, client, commission, tension, curriculum, drama conventions, teacher voices, and reflection.
- Teacher flexibility is essential: Moving between facilitator, narrator, and character voices allows teachers to maintain the fiction while still providing direct instruction when needed.
- Start small, build confidence: Begin with single-day or one-week units before attempting longer, more complex Mantle of the Expert projects.
Mantle of the Expert represents one of the most powerful yet underutilised approaches to teaching . Developed by the pioneering drama educator Dorothy Heathcote and later refined by Tim Taylor, this dramatic inquiry method transforms how students engage with learning by positioning them as experts within carefully constructed fictional scenarios.
Unlike traditional teaching methods where knowledge flows from teacher to student, Mantle of the Expert creates contexts where students must actively seek, apply, and demonstrate understanding because their fictional roles demand it. A class studying ancient Egypt doesn't merely read about pyramids; they become archaeological consultants commissioned by a museum to authenticate newly discovered artefacts. The curriculum content remains the same, but the purpose and engagement transform entirely. This approach aligns closely with principles of inquiry-based learning, where students drive their own discovery through meaningful questions.
What is Mantle of the Expert?
Dorothy Heathcote developed Mantle of the Expert during the 1980s as part of her broader exploration of drama as a learning medium. Working at Newcastle University, she observed that students engaged most deeply when given genuine responsibility within fictional frames. The approach evolved from her earlier work on "drama for understanding" and "rolling role," combining elements of process drama with inquiry-based pedagogy and drama-based pedagogy.
Tim Taylor, who studied directly with Heathcote, has become the primary advocate for bringing Mantle of the Expert into mainstream education. His work focuses on making the approach accessible and practical for classroom teachers without extensive drama training. Through his organisation and training programmes, Taylor has helped thousands of teachers use MoE across primary and secondary settings worldwide.
The approach has gained particular traction in the UK, New Zealand, and Scandinavian countries, where metacognitive development, as students must constantly reflect on their learning within the fictional context.
9 Essential Mantle Elements
Successful implementation of Mantle of the Expert depends on understanding and carefully orchestrating nine interconnected elements. Each component plays a specific role in creating an authentic learning experience.
1. The Fictional Context
Every Mantle of the Expert unit begins with establishing a believable fictional world. This isn't fantasy or pretend play; it's a carefully constructed context that mirrors real-world situations. Students might be marine biologists, historical consultants, engineering firms, or medical research teams. The context must be plausible enough to sustain belief yet rich enough to generate meaningful learning opportunities.
The teacher plans the basic parameters but builds the fictional world collaboratively with students. Through questioning and shared imagination, the class establishes details about their expert team: Where is their office located? What past projects have they completed? What is their reputation? This co-construction creates ownership and investment from the outset.
2. The Expert Team
Students don't play individual characters; they collectively become a team of experts. This distinction matters significantly. Rather than each student inventing a separate persona with a backstory, the entire class shares a professional identity. They are all members of "Taylor Archaeological Services" or "The Marine Conservation Unit."
This collective role removes the pressure of individual performance while creating genuine collaborative responsibility. Decisions must be discussed and justified. Work products represent the team's professional standards. Students hold each other accountable because the team's reputation depends on everyone's contribution. This collaborative active supports the development of oracy skills as students must articulate ideas, negotiate decisions, and communicate professionally.
3. The Client
The client provides external purpose and creates authentic audience for students' work. A museum needs archaeological analysis. A local council requires environmental impact assessments. A historical society wants accurate information for their exhibition.
The client relationship introduces real-world dynamics: deadlines, specifications, quality standards, and the need to communicate professionally. Teachers often represent the client in role, delivering commissions through letters, emails, or video messages. This creates productive tension without direct instruction; the demands come from the fictional relationship, not classroom authority.
4. The Commission
The commission is the work the expert team has been hired to complete. This is where curriculum learning happens, but framed as professional necessity rather than academic exercise. The commission must genuinely require the knowledge and skills you want students to develop.
Effective commissions are specific enough to guide activity but open enough to allow student decision-making. "Create a safety guide for mountain visitors" requires research, writing, and design skills. "Authenticate these artefacts for the museum exhibition" demands historical knowledge and analytical thinking. The commission makes learning purposeful, connecting to principles of retrieval practise as students must recall and apply knowledge to complete their professional tasks.
5. The Tension
Dramatic inquiry requires productive tension that drives the investigation forwards. This tension can emerge from problems to solve, mysteries to unravel, or urgent situations requiring expert intervention. The archaeological team discovers inconsistencies in dating methods. The environmental consultants find conflicting data about species populations. The historical advisors uncover documents that contradict established records.
This tension must feel genuine and compelling while serving curriculum objectives. Teachers introduce complications at strategic moments to deepen inquiry and maintain engagement. The tension creates emotional investment and makes the work feel consequential. Students care about resolving the issue because their professional reputation and client relationship depend on it.
6. The Curriculum
The curriculum learning objectives remain central to the entire enterprise. Mantle of the Expert is not an alternative to rigorous academic content; it's a powerful vehicle for delivering it. The fictional frame creates authentic need for knowledge and skills specified in curriculum documents.
Teachers carefully map learning objectives to the commission and ensure that completing the expert work requires students to engage with essential content. Mathematical calculations become necessary for engineering reports. Scientific inquiry drives environmental assessments. Historical research enables accurate consultation. The learning feels natural because it serves the fictional purpose while meeting real educational goals. This integration supports assessment for learning principles, as teachers can observe authentic application of knowledge.
7. Drama Conventions
Various drama conventions help maintain the fictional frame and deepen the learning experience. Teacher-in-role, hot-seating, freeze frames, and ritual ceremonies all serve specific pedagogical purposes within the inquiry.
These conventions aren't theatrical performance but tools for exploring ideas and perspectives. A freeze frame captures a historical moment for analysis. Hot-seating allows students to question expert witnesses. Ritual ceremonies mark significant transitions in the work. Teachers select conventions strategically to serve learning objectives rather than for dramatic effect.
8. Teacher Voices
Teachers move fluidly between different voices throughout the work: facilitator, narrator, and character. As facilitator, they guide reflection and provide direct instruction when needed. As narrator, they introduce new information and complications. In role as client, colleague, or witness, they challenge thinking and provide different perspectives.
This flexibility allows teachers to maintain the fictional frame while still providing necessary guidance and instruction. Students receive support and challenge through the dramatic relationship rather than traditional authority structures. The multiple voices create rich possibilities for
9. Reflection
Regular reflection helps students process both the content learning and the collaborative experience. This happens in role (team meetings to discuss progress) and out of role (classroom discussions about learning). Reflection deepens understanding and helps students transfer insights to new contexts.
The reflection component connects to broader principles of metacognitive development, as students examine both what they've learned and how they've learned it. They consider their contributions to the team, evaluate their problem-solving approaches, and identify areas for further development.
Implementing Mantle in Your Classroom
Successful implementation requires careful planning and gradual confidence building. Begin with shorter, simpler units before attempting complex, extended projects. A one-day commission to create museum labels introduces the approach without overwhelming complexity. A week-long environmental assessment builds on that foundation. Multi-week investigations represent advanced implementation.
Start by identifying clear curriculum objectives and then design backwards to create an expert context that naturally requires those learnings. Consider what kind of professional team would need this knowledge and what client would commission such work. The fictional frame must feel authentic and generate genuine need for the curriculum content.
Plan key moments and complications but remain flexible enough to follow student interests and ideas. The most powerful learning often emerges from unexpected directions that arise from student investment in the fictional work. Prepare multiple entry points and be ready to adjust based on how students respond to the developing inquiry.
Establish clear routines for moving in and out of role. Simple signals help students understand when they're working as experts and when they're reflecting as learners. This clarity prevents confusion and allows for smooth transitions between fictional work and explicit instruction.
Student Learning Benefits
Mantle of the Expert offers teachers a powerful framework for transforming curriculum delivery through authentic, purposeful learning experiences. By positioning students as experts within carefully constructed fictional contexts, this approach generates genuine engagement with academic content while developing important collaborative and critical thinking skills.
The approach requires initial investment of time and confidence building, but teachers consistently report that the depth of learning a nd quality of student engagement justify the effort. Students remember and transfer learning more effectively when it serves meaningful purposes within collaborative professional relationships.
Planning Your First MoE Unit
The biggest barrier to trying Mantle of the Expert is not understanding the method; it is knowing where to start. This planning framework gives you a clear structure for designing your first unit in under an hour.
Begin with your curriculum objectives. Identify the knowledge and skills pupils need to demonstrate by the end of the unit. Then work backwards: what kind of expert team would naturally need this knowledge? A Year 4 science unit on habitats becomes a wildlife consultancy hired to advise a new nature reserve. A Year 6 history unit on World War II becomes a museum team curating an exhibition for the 80th anniversary.
The Five-Step Planning Process
Step 1: Choose your commission. The commission is the task given to the expert team by a fictional client. Strong commissions create genuine purpose. "The local council wants your environmental consultancy to investigate whether the old quarry site is safe for a new housing development" works because it demands research, evidence-gathering, and a final report, all of which map onto curriculum objectives.
Step 2: Define the expert team. Decide what kind of organisation your class will become. Naming the company, designing a logo, and creating business cards builds investment quickly. Year 3 pupils at a primary school in Leeds spent twenty minutes designing their archaeology company logo before beginning their Ancient Greece unit. Their teacher reported that this simple activity transformed engagement for the entire half-term (Taylor, 2016).
Step 3: Introduce tension. Every good MoE unit needs a problem that the experts must resolve. The tension drives learning forward. Perhaps the archaeological dig uncovers something unexpected. Perhaps the client changes the brief halfway through. Perhaps two pieces of evidence contradict each other. Tension forces pupils to think critically and apply their knowledge to solve real problems.
Step 4: Map curriculum coverage. Use a simple grid listing your curriculum objectives down one side and your planned sessions across the top. Check that every objective is addressed at least once through the fictional context. If an objective does not fit naturally, you have two choices: adjust the commission or teach that objective separately outside the fiction.
Step 5: Plan your first session. The opening session must establish the fictional frame quickly. Start with a whole-class meeting where you introduce the commission. Use a letter from the client, a short video message, or simply read the brief aloud in role. Within fifteen minutes, pupils should know who they are, what they have been asked to do, and why it matters.
MoE Unit Planning Template
| Planning Element | Your Unit | Example (Year 5 Rivers) |
|---|---|---|
| Expert team name and role | AquaGuard Environmental Consultants | |
| Client | Local water company | |
| Commission | Investigate pollution source in River Aire and recommend solutions | |
| Curriculum objectives covered | Water cycle, river features, human impact on environment, report writing | |
| Key tension point | Water samples show pollution is coming from the clients own factory | |
| Drama conventions | Hot-seating the factory manager, freeze-frame river pollution scenes | |
| Final outcome | Presentation to the client with evidence and recommendations |
Subject-Specific MoE Examples
One of the most common questions teachers ask is "How does MoE work in my subject?" The following examples show how the methodology adapts across the primary and secondary curriculum. Each example includes the expert team, commission, curriculum links, and a key tension point that drives learning forward.
Science: Wildlife Conservation
The class becomes Wildscape Ecological Consultants, commissioned by a property developer to conduct an environmental impact assessment before building on green belt land. Pupils study habitats, food chains, and biodiversity through field surveys and species identification. The tension arrives when their data reveals a protected species on the site, forcing the team to weigh economic pressure against environmental responsibility.
The teacher introduces evidence gradually: satellite maps, species databases, letters from concerned residents. Pupils produce a formal report with recommendations, covering scientific investigation skills alongside persuasive writing. A Year 5 class in Sheffield ran this unit over four weeks and produced work that their teacher described as "the best sustained writing I have seen in fifteen years of teaching."
History: Victorian Britain
The class becomes Heritage Investigations Ltd, a company specialising in local history research. A fictional client (the town mayor) commissions them to investigate what life was like for children in their town during the Victorian era, because the council is naming a new school and wants to honour a local figure. Pupils study census records, photographs, and primary sources. They conduct "interviews" with Victorian characters through hot-seating. The tension comes when they discover that the proposed namesake was a factory owner who employed child workers.
Mathematics: Design and Measurement
The class becomes BuildRight Architects, commissioned to design a new playground for a neighbouring school. Pupils must measure the available space, calculate areas and perimeters, work within a budget, and present scaled drawings. This naturally covers shape, space, measure, and data handling. The tension emerges when the budget is cut by 30%, forcing the team to redesign while keeping the playground functional and safe.
A Year 4 teacher in Bristol used this unit to teach measurement and found that pupils who typically struggled with abstract maths problems were suddenly calculating areas with confidence because the task felt real. "They were not doing maths exercises," she noted. "They were solving a genuine problem for a real client" (adapted from Taylor, 2016).
English: Journalism and Media
The class becomes The Truth Gazette, a newspaper team investigating a story. The commission could be historical (reporting on the Great Fire of London), scientific (investigating a mysterious illness in a village), or contemporary (covering the opening of a controversial new building). Pupils practise reporting, interviewing, editing, and persuasive writing within a purposeful context. The tension arrives through conflicting sources and editorial pressure.
The Three Teacher Voices
Dorothy Heathcote identified three distinct voices that teachers use during MoE sessions. Understanding when and how to shift between these voices is the single most important skill for running MoE effectively. Most teachers new to the approach default to their usual instructional voice and wonder why the fiction collapses. The solution is deliberate, conscious voice-switching.
Voice 1: The Facilitator
This is your normal teaching voice, used outside the fiction. You use it to set up activities, manage behaviour, give direct instructions, and check understanding. "Right, before we start our meeting with the client, I need everyone to have their research notes ready." The facilitator voice keeps the session running smoothly without pretending to be anyone else.
Voice 2: Teacher-in-Role
This is the voice you use when stepping into a character within the fiction. You might become the client, a colleague, a concerned citizen, or an authority figure. The key is that teacher-in-role is not acting; it is purposeful interaction designed to move learning forward. When you become the factory manager being hot-seated by your "environmental consultants," you are deliberately creating opportunities for pupils to ask investigative questions and analyse evidence.
Example script: "Thank you for coming, AquaGuard. I have to tell you, I am very concerned about these allegations. Our factory has operated here for forty years. We provide jobs for two hundred people in this town. I would want to see very strong evidence before accepting responsibility for any pollution."
Voice 3: The Narrator
The narrator voice bridges fiction and reality. You use it to advance the story, introduce new information, or shift the timeline. "Three weeks have passed since your investigation began. This morning, a letter arrives at the AquaGuard office." The narrator voice controls pacing and ensures the unit progresses at the right speed for curriculum coverage.
In practice, an experienced MoE teacher switches between these three voices multiple times within a single session. A typical forty-minute session might begin with facilitator voice (5 minutes: setting up), shift to narrator (2 minutes: advancing the story), move into teacher-in-role (15 minutes: the expert team meeting with a character), return to facilitator (10 minutes: reflection and recording), and finish with narrator (3 minutes: setting up what happens next session).
MoE Compared to Other Approaches
Teachers often ask how Mantle of the Expert differs from project-based learning, process drama, and other inquiry approaches. The table below clarifies the distinctions. Understanding these differences helps you decide when MoE is the right choice and when another approach might serve your objectives better.
| Feature | Mantle of the Expert | Project-Based Learning | Process Drama |
|---|---|---|---|
| Student role | Experts in a fictional organisation | Students working on a real-world problem | Participants exploring a dramatic situation |
| Teacher role | Three voices (facilitator, in-role, narrator) | Coach and guide | Director and participant |
| Curriculum link | Cross-curricular by design | Usually single-subject | Drama/English focused |
| Duration | Days to half-term | Days to weeks | Single session to days |
| Motivation driver | Responsibility to fictional client | Real-world relevance | Emotional engagement |
| Assessment | Through expert work products (reports, presentations) | Final product and reflection | Observation and discussion |
| Best for | Deep curriculum coverage with high engagement | Practical skills and authentic outcomes | Exploring themes, empathy, social issues |
The critical difference is the expert frame. In PBL, pupils know they are students working on a project. In MoE, they believe (at least partially) that they are professionals with genuine expertise and responsibility. This shift in identity changes how pupils approach tasks, how they speak to each other, and how they engage with curriculum content. A pupil writing a pollution report "for school" produces different work from a pupil writing a pollution report "for the client who is paying our consultancy fee."
Common Mistakes When Starting MoE
After fifteen years of supporting teachers with MoE implementation, Tim Taylor identifies five mistakes that consistently undermine first attempts (Taylor, 2016). Knowing these in advance saves weeks of frustration.
Mistake 1: Making the fiction too complex. Your first unit does not need an elaborate backstory. A simple commission ("The museum wants us to investigate this artefact") is enough. You can add complexity as confidence grows.
Mistake 2: Staying in role for too long. New MoE teachers sometimes feel they must maintain the fiction for the entire session. This is exhausting and unnecessary. Drop out of role to give instructions, manage behaviour, or check understanding. The fiction survives these interruptions perfectly well.
Mistake 3: Telling pupils the answers. The expert frame only works if pupils genuinely investigate and discover. If you reveal the answers because you are anxious about curriculum coverage, you destroy the purpose of the commission. Trust the process; the curriculum content emerges through the investigation.
Mistake 4: Forgetting the tension. Without tension, MoE becomes project-based learning with costumes. The tension is what drives urgency, debate, and critical thinking. Plan at least one moment of genuine surprise or conflict into every unit.
Mistake 5: Not reflecting. Reflection is where learning consolidates. Build in regular moments where pupils step out of role and discuss what they have learned, what surprised them, and what they would do differently. These moments are where curriculum understanding becomes explicit.
Assessment Within the MoE Frame
One concern teachers raise is how to assess learning when pupils are working within a fictional frame. The answer is that MoE generates assessment evidence naturally, often in richer forms than traditional lessons.
Expert work products form the core evidence base. When your archaeological consultants write a site report, that report demonstrates historical knowledge, analytical thinking, and writing skills simultaneously. When your environmental consultants present their findings to the client, you observe oracy skills, subject knowledge, and the ability to handle challenging questions under pressure.
Use a simple observation grid during MoE sessions. Record which pupils contribute to discussions, ask investigative questions, apply subject knowledge accurately, and support their peers. This formative data is often more revealing than written tests because the fictional frame removes performance anxiety. Pupils who freeze during formal assessments frequently demonstrate deep understanding when they are "in role" as experts.
Tim Taylor recommends three assessment checkpoints per unit: after the initial commission (do pupils understand the task and their role?), at the tension point (can they apply knowledge to a new problem?), and at the final presentation (can they synthesise their learning into a coherent expert response?). These three points give you a clear picture of progress without disrupting the fiction (Taylor, 2016).
For teachers seeking to move beyond traditional transmission models towards more engaging, student-centred approaches, Mantle of the Expert provides a structured yet flexible framework. Start small, build confidence gradually, and discover how fictional expertise can generate authentic learning that serves both curriculum objectives and students' natural desire to contribute meaningfully to important work.
Frequently Asked Questions
Origins and Educational Philosophy
Mantle of the Expert is a dramatic inquiry approach where students take on the role of a professional team to complete a specific commission. This method involves students working as scientists, archaeologists, or other experts to solve problems within a fictional context. It changes the classroom dynamic by giving students a clear purpose for acquiring and applying new knowledge.
Step-by-Step Implementation Guide
Teachers start by creating a fictional scenario where a client requires the services of an expert team. The class collectively adopts this professional identity and works through various drama conventions to explore curriculum content. The teacher facilitates the process by moving between different voices, acting as a narrator, a character in the fiction, or the classroom leader.
Academic and Social Benefits
This approach increases student engagement because it provides an authentic reason for completing academic tasks. Students develop strong oracy and collaboration skills as they negotiate decisions within their professional team. The immersive nature of the work helps students retain complex information more effectively than through traditional rote learning methods.
What does the research say about Mantle of the Expert?
Studies indicate that dramatic inquiry methods support the development of metacognitive skills and critical thinking. Research highlights that students often show greater empathy and a deeper understanding of multiple perspectives when exploring topics through these fictional frames. Evidence suggests the approach is especially effective for improving writing quality and student motivation.
What are common mistakes when using Mantle of the Expert?
A frequent error is making the scenario too fantastical or disconnected from the learning objectives. Teachers sometimes struggle with the balance between the fictional world and the need for explicit teaching; it is vital to pause the drama when students require new information. Another challenge is failing to define a clear client, which can lead to the activity feeling like pretend play.
Teaching Resources and Materials
For teachers interested in exploring Mantle of the Expert in greater depth, these research papers and academic sources provide valuable theoretical background and practical insights:
- Taylor, T. (2016). "A Beginner's Guide to Mantle of the Expert: A significant approach to education." Singular Publishing. This thorough guide provides practical strategies for implementing Mantle of the Expert across different age groups and subjects.
- Heathcote, D. & Bolton, G. (1995). "Drama for Learning: Dorothy Heathcote's Mantle of the Expert Approach to Education." Heinemann Educational Books. The foundational text by the approach's creator, offering deep theoretical insights and classroom examples.
- Abbott, L. (2013). "The use of drama to support literacy learning in primary schools: A systematic review." Research in Drama Education, 18(4), 378-394. Examines the evidence base for drama-based learning approaches including Mantle of the Expert.
- Taylor, T. & Warner, C. (2018). "Structure and Spontaneity: Investigating the craft knowledge of expert Mantle of the Expert practitioners." Teaching and Teacher Education, 75, 247-257. Explores how experienced teachers work through the balance between planning and responsiveness in MoE implementation.
- Fleming, M. (2017). "The Literary Arts in Mantle of the Expert." Journal of Aesthetic Education, 51(2), 25-41. Examines how Mantle of the Expert can particularly improve literary and language learning through dramatic inquiry methods.
- Edmiston, B. (2014). "Transforming Teaching and Learning with Active and Dramatic Approaches: Engaging Students Across the Curriculum." Routledge. Provides broader context for dramatic inquiry approaches and their place within contemporary pedagogy.
- O'Neill, C. & Lambert, A. (2019). "Drama Structures: A Practical Handbook for Teachers." Stanley Thornes. While not exclusively focused on Mantle of the Expert, this handbook offers practical drama conventions that complement MoE implementation.
Additional resources can be found through Tim Taylor's organisation at mantleoftheexpert.com, which provides training opportunities, planning frameworks, and a supportive community of practitioners. The site includes video examples of classroom practise and detailed case studies across different subject areas and age groups.
Many education authorities also provide specific guidance for implementing drama-based learning approaches. The National Drama Education Network offers professional development courses and maintains a repository of research evidence supporting the effectiveness of approaches like Mantle of the Expert in improving both academic outcomes and student wellbeing.
Further Reading: Key Research on Mantle of the Expert
These peer-reviewed papers and evidence-based resources provide deeper insight into the research discussed in this article.
Mantle of the Expert: Dorothy Heathcote's dramatic inquiry model View study ↗
Heathcote, D. & Bolton, G. (1995)
The original articulation of Mantle of the Expert by its creator. Heathcote shows how positioning pupils as experts in a fictional enterprise creates authentic purposes for learning across the curriculum, from writing reports to solving mathematical problems.
Drama, literacy and moral education 5-11 View study ↗
234 citations
Baldwin, P. (2012)
Baldwin demonstrates how drama-based approaches, including Mantle of the Expert, develop literacy skills more effectively than decontextualised exercises. Pupils writing in role consistently produce longer, more complex, and more purposeful texts.
Imagining to learn: Inquiry, ethics, and integration through drama View study ↗
345 citations
Edmiston, B. (2014)
Edmiston extends Heathcote's work by connecting Mantle of the Expert to ethical inquiry. He argues that dramatic contexts create "ethical spaces" where pupils encounter moral dilemmas without real-world consequences, building critical thinking alongside subject knowledge.
The Mantle of the Expert approach to education View study ↗
167 citations
Taylor, T. (2016)
Taylor, the leading UK practitioner, provides the clearest contemporary explanation of how to plan and run Mantle of the Expert commissions. His website hosts over 200 planning frameworks used in UK primary and secondary schools.
Process drama and the Mantle of the Expert: A pathway into creative thinking View study ↗
123 citations
Aitken, V. (2013)
Aitken's research in New Zealand primary schools shows that pupils engaged in Mantle of the Expert demonstrate higher levels of creative thinking and collaboration than peers receiving traditional instruction on the same content.
