Drama Pedagogy is attaining more and more relevance in the field of foreign language didactics, as perspectives from three different fields indicate benefits for the language learning process. They are: (a) linguistics, due to authentic language use in context with a focus on communication and interaction, (b) neuroscience, considering holistic learning featuring multiple sensory input, which supports the storage of new knowledge, and (c) pedagogic, as creative activities are promoted and required in the Austrian curriculum.This thesis analyses the application of Drama Pedagogy in the field of English grammar teaching. To date, this area called dramagrammar has rarely been researched empirically. Therefore, this thesis aims at contributing to filling that gap.In addition to a critical examination of the existent literature on the field, the thesis also exemplary outlines and analyses a practical implementation of Drama Pedagogy. 36 students from two classes of an upper school in Austria were taught the reported speech form through dramagrammar activities during one double lesson each. The activities were designed and created by the author following existent guidelines about the use of dramagrammar. Data was collected via student questionnaires and interviews with teachers. The results indicate that the majority of the participants experienced dramagrammar as a fun and easy approach to learning grammar, and approved of the change in the methods. However, a small number of individuals mentioned negative issues, such as the little room it leaves for writing and its lack of seriousness. Both teachers taking part in the investigation reacted positively to Drama Pedagogy, especially due to the incorporation of holistic learning. They, however, considered it as time-consuming. Regarding future incorporation, 31 students stated they wished to do Drama Pedagogy more often in their English lessons. Similarly, the teachers also intended to use this approach in the future.