It cannot be denied that developing language teaching materials requires knowledge of theories of second language acquisition and methodologies of language teaching. According to Maley (1995), writing instructional materials is an art, not a science. The following quote illustrates his thoughts on the development of L2 teaching materials, which requires a range of tacit knowledge:

As Maley (1995) posits, developing ELT materials is not a simple undertaking. When it comes to talking about developing process drama materials for those learning an additional language, the process is still more complex and multilayered because, during a process drama, teachers must cope with a number of unexpected responses from the participants (Park, 2012).

Discussing teacher artistry in the implementation of a drama class, Dunn and Stinson (2011) emphasise that the process drama teacher should consider two levels of planning: macro and micro. Macro-level planning requires the selection of pre-texts and the preparation of a learning sequence. Micro-level planning requires in-the-moment artistry and the making of immediate decisions in the middle of a drama.

Given that process drama progresses with the improvised interactions and spontaneous reactions between teacher and students, writing process drama teaching materials appears at first a daunting task.