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All Learning Happens Through Doing

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Our Journey

Since 2008, we’ve worked at the intersection of drama and education. Through these experiences and their learning, we’ve developed the ability to design and execute Drama curricula for children, to train teachers in Drama-facilitation, and to guide Drama processes that result in presentations like the school Annual Day. We also consult with schools, giving their Drama teachers planning support, regular training, and to help teach when necessary.


In 2008, while looking to make a living doing Theatre, we were approached by the Principal of Bombay International School to teach Drama regularly. We all were in agreement that theatre was an essential and necessary activity in any child’s life, dramatically developing their social, emotional and intellectual capacities, better equipping them to engage with the world with confidence.

The principal’s frustration was that all theatrewallahs who could teach children Drama would not take up teaching full-time. Our frustration reflected hers in that theatre was our full-time profession, not teaching. Many of our fellow theatre professionals also felt the same way.

In order to address the need of the hour keeping constraints in mind, we came up with a plan: to create a team of part-time teachers, beginning with a team of three. This team would run Drama classes in the regular academic timetable, follow a basic curriculum, ensure a continuous journey of learning for the student, and share the responsibility for delivering that curriculum.

Half way through the year, the three of us who were teaching realised that we were on to something. Yes, there was the effect on the classroom born from planning out an effective Drama lesson, but more importantly, we were also learning from each other as we went along, collectively enriching each other’s practices and abilities as facilitators in the classroom.

As our work took us to more and more schools, we learnt to effectively dovetail Drama into the educational landscape. Each school had its own work ethos, from curriculum and lesson planning, to teaching culture, to academic calendars. We quickly learnt to deliver highly tailor-made services, with our facilitators designing engagements in line with each school’s culture and needs.

Internally, processes were put in place to ensure we maintained a standard of teaching, with all of us striving to always provide effective, regular, and consistent Drama lessons in the classroom, with robust planning, reflection and assessments as a part of this process.

Throughout, we had new facilitators join us, many of them considering Drama-in-Education as a full-time career. Each came with their own unique qualifications: degrees from the National School of Drama, Arts-Based Therapists, published children’s authors; each one with particular skills: from puppetry, and mask making, to movement,  improvisation, writing, and directing. All enriched each other regularly through peer-sharing and working together. We would also constantly seek to enrich our knowledge through outside experts, to further develop our own skill-sets.

In this way, we have grown, slowly, steadily, and have, till date, delivered services to over 40 schools. We teach regularly in 13 schools, consult with 2, have numerous teacher training engagements, and have created over 20 Annual Day presentations thus far.

We look forward to building on what began as a meeting of minds, and would love the opportunity to explore and discover some of the ways in which we can enrich your school, teacher, and child, through the joys of Drama.

Jehan Manekshaw and Tasneem Fatehi
Co-Founders, Theatre Professionals