I think it is important to respect the student. Based on their voting, if more than 50% students support this pedagogy then, film can be played.

Drama makes the lesson more interesting, more interactive, and certainly more fun. If I look back to my days as a student, I remember those classes more fondly where the teacher not only used drama as a teaching tool, but was 'dramatic' and included humor. In the teacher training workshops that I facilitate, I think role play, enactment of scenarios in various ways and dramatizing different possibilities works very well. And all the teachers agree that when they use drama in their classrooms, most of the students respond positively because it is certainly non-threatening yet controlled environment where students can demonstrate their creativity and spontaneity, work cooperatively with other students, and learn to accept criticism.

Agreed, drama could prove useful depending upon the circumstance. My question: How do you separate the effect of drama from the overwhelming power of direct personal engagement with the students that accompanies the presentation?

Using drama as an instructional tool in the classroom requires the facilitator to create list of predictions. Drama has its entertainment value and persona hence the ability to focus less on the content and connection to the lesson. Drama-based instruction is the avenue used to communicate the lesson or the idea that is presented. The overwhelming power of direct personal engagement is relatable to all teachers, however as facilitators, appropriate preparation is required when using creative forms.

Drama brings real-life situation to my presentations.

Drama is trending as a teaching tool; teachers are either using techniques associated with drama unaware of the skill or using drama incorrectly. While training is critical in using drama to teach other subjects, the teacher should become familiar with the techniques.