The first, theoretical section of this investigation of the dramatic process examines the function of imagination and spontaneity. This section notes that the imaginative process occurs in the preconscious and need not be limited by the external world or by memory and suggests that spontaneity, like imagination, is an intuitive response dependent upon individuals' perceived relationship with the external world. The second section focuses on the practice of drama in education. The perspective from which each lesson is analyzed considers the teacher's own style and concerns, the teacher's conceptions of drama, the students as individuals and as groups, and the kinds of dramatic contexts that are pursued. The third section is an attempt to apprehend the function and role of spontaneity in the dramatic process. It suggests that the reality of the role or object is determined by the student and that this identification and imaginative projection are integral to the dramatic process if drama is to be neither purely objective nor purely subjective. Appendixes include details of the teacher's preparation and evaluation, descriptions of the schools observed, and testing procedures. (HOD)