This article seeks to demonstrate the possibilities of the dramatic scenario as an approach to the examination of fundamental educational administration concepts with graduate students. It draws upon a piece of theatre as representation (TAR)—‘The Icarus Selection Committee’—a scenario which was written specifically by the author to enable the examination of conflicts related to internal power and control issues of a school principal-selection committee. Students who participated in this exercise reflected afterwards on the complexity of administration and their affective response to this teaching tool.
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