For more than 30 years drama has been promoted as a valuable teaching tool for language learning. Recent research results have reinforced this position. However, these and other earlier studies reveal that the overall success of the work is dependent, at least in part, upon the artistry of the teacher and the quality of the pretext materials used to drive the dramatic action. This article interrogates the notion of artistry in relation to drama pedagogy and second/additional language learning. It argues that where the application of drama strategies takes place in isolation, in an ad hoc manner or without a keen understanding of how dramatic forms, conventions and elements interact with one another, the work can become purely functional. In these situations the teaching becomes artless, resulting in approaches that do little to add value to existing practices or to the depth and quality of the experience for learners. (Contains 2 tables and 1 note.)