The teacher by investing the group with expertise also becomes a member of the group by a democratic process of negotiation. Having enabled a group of people with a given expertise, the teacher then structures educative processes whereby becoming more expert is enabled. The path towards knowledge is inducted by a refined embryonic process towards the realisation of this expertise. This stage involves applying the dramatic imagination to the employment of whatever social reality is to be symbolically represented in the class work. In this case the focus is seeking a site which the historians will select in order that the experiment in Bronze Age living will take place.
Tasks are the signposts which move the drama and are related to the given expertise.
These tasks are worked through at the cognitive level but are introduced through the affective mode. It is through the affective mode in which the dramatic imagination builds the outer walls of the social structures from within which real learning evolves. It would appear that the theory of communication set up by her system in the most revolutionary aspect of this system in that she completely reverses the power balance. In traditional teaching situations normally, the expertise of the teacher dictates and ordains the communicative network that evolves and is sustained throughout the transmission of knowledge. In classrooms it is their position as knowledge experts which justify teachers in owning the interaction.