The development of educational drama since its inception in this century has been characterised by an emphasis on learning which is either individual or social, and a rejection of the art form of the theatre as relevant to this learning. This thesis seeks to demonstrate that the work of the four major theatrical innovators of this century - Stanislavski, Grotowski, Artaud and Brecht - is fundamental to the teaching of educational drama. The theatre and drama in the classroom are identified as part of the same continuum of experience, with facts of process drama present throughout rehearsal and performance in the theatre, and theatrical elements identifiable in spontaneous drama of all kinds. The five main elements of learning available through drama are described as: imagination; creativity; identification; transformation; and discovery, and their use by four major drama practitioners is explored. The use of these same elements of learning by the four theatre innovators, consciously functioning as educators, is demonstrated. Finally, a major new curriculum document is examined, illustrating the contribution the theatre innovators have to make to drama in the classroom.