Theatre Games have many purposes. There are games that free the actors from tension, games to "cleanse" the actor of subjective preconceptions of the meaning of words, games building on relationships and character and games of concentration. From these examples it can be seen that there are games for each of the areas with which the growing actor is concerned.
Bruce Burton, playwright, director, teacher and drama consultant views drama as a very important learning area. Burton states that, "the study of drama is about learning life skills, not just acting skills" and that the techniques learnt "can be extremely valuable, not just for performance, but for your own personal development." (Burton 1991) He says that these skills "free the participant to explore their full potential and experience the world." (Schmitt 1990).
"Godmother of movement", Spolin suggests that Theatre Games need only the rules of the game, the players (both actors and audience are considered to be players), and a space in which to play. Beyond the pleasures of "playing" which the games include, they also heighten sensitivity, increase self-awareness, and effect group and interpersonal communication. As a result, Spolin's games have been incorporated into drama classes as an educational tool, not only in university, community, and professional theatre training programs, but also in numerous curricula concerned with educational interests. She notes that "Theater Games are a process applicable to any field, discipline, or subject matter which creates a place where full participation, communication, [and] transformation can take place." (Los Angeles Times, May 26 1974) These issues also arise in ones everyday life, so they are not only beneficial in a classroom environment but also in society, where individuals are faced with many different settings and interactions. Through this theory Spolin embraces one of the arts learning areas, arts in society, where students understand the role of arts in society and gain a sense of personal identity while reflecting knowledge of cultural diversity.
