This paper examines the understanding of the use of dramatic activities and conventions in the field of education and social action, differentiating between the constructs of theatre and drama in education. In order to help reflect on the practices of teachers and educators who use these didactic strategies in their profession, three diagrams are used as models to illustrate mapping techniques. The first is sketched from the process/product, play/performance and participation/non-participation variable; the second is based on the variables of verbal/non-verbal, open/closed and small scale/large scale; and the third diagram represents drama/theatre, collective/individual and change-centered/not change-centered practices. All theatrical forms in the three diagrams are concisely, but not wholly, characterized.
