Drama, because of its evocative nature, can influence change processes in ways that statistical computations cannot. In a drama process three different parts interact in the creation of meaning; introduction/preparation, acting in role and reflection. These parts are also part of a qualitative research process. A particular topic (question, theme in this instance bullying ) which is explored. Inquiry is realized in action and inquiry is thus an activity including thoughts, body and emotions. The creation of a context together with the participants may open up new possibilities for understanding and interpretation. Children if they have ownership of what they do and feel as if they can achieve it they will thrive. Children live practical experience, they play and they think more when situations are presented to them they have to solve. If they do it in a practical way where they have to physically react they will be able to handle life with more confidence. The research methodologies are based upon a “Plan-Act-Observe-Reflect cycle” or “spiral process which alternates between action and critical reflection.” Action research:“….tries to work towards effective action through good processes and appropriate participation. It tries also to collect adequate data, and interpret it well. At its best, action research is done so that the action and the research enhance each other.” There are possibilities to use drama-based research method as an integral part in group-interviews.
One aim would be to deliver a small piece of drama around bullying, following research with young people themselves and if possible including them in the content design too. This would include the usual follow on workshops to explore and discuss these issues with teachers, parents etc.
Another aim is a participatory drama workshop which explores the issues of bullying in primary and secondary schools and raises awareness of the issue amongst young people. Throughout the workshop scenes are played to the audience (which could be other children in school, parents, teachers); they are then given the chance to react to as a bystander. In groups the young people come up with their own ideas to challenge the bullying. After making suggestions on what a bystander could have done to improve the situation, audience members are invited on stage to enact that suggestion to explore how effective such a strategy might be and this is then discussed with the audience. This can in fact be delivered as a whole school approach, providing a range of strategies for dealing with bullying and empowering participants by building confidence and raising awareness in the whole school community. The drama will allow students to “rehearse for life” by viewing possible situations creatively, trying out strategies and helping all stakeholders to defuse the negative and unproductive behaviours associated with bullying. It would be essential for the groups to develop contracts which could be re visited on a set time basis as a measure to monitor the effectiveness of the anti-bullying intervention. The structure might look like:
In this project we have deliberately chosen to pay less attention to the offenders. Whilst the problem of “violent behaviour” is too complex and broad to resolve in such a short project, we aim to raise awareness and self confidence of the participants to deal with incidents of violence. Even though we do not pay specific attention to the offenders, we still think that the project will have a preventive effect on a specific group of potential aggressors. Not those regarded as specific problem cases, but on the larger group of people who are more susceptible to peer pressure.
InSite will provide drama education trainings in the four project partner countries. The trainings will provide tools to professionals working with young people in different context to create a safe space through a fictional situation to discuss the complex issue of bullying and think about different ways of dealing with it.
InSite’s vision is to facilitate facing the most pressing problems of our times through drama by exploring individual and social values that enable individual change in understanding; in order that we are able to act responsibly in society and become active agents of change.
InSite is a project based company offering training, engaging in artistic projects and developing research in the field of dram and theatre education.
InSite’s methodology is innovative because its work is based on theatre in education and drama in education practices pioneered in the UK and the drama theory of Edward Bond, creating possibilities of dramatic engagement where participants can question their received cultural values and biases through situations, and make meaning of events freely to form their own values in relation to the problems under scrutiny.
Adam Bethlenfalvy – firstname.lastname@example.org +36309192156
Adam Cziboly – email@example.com +36203356504
New developed Handbooks on how to deliver drama session in schools, available now in EN and RO, soon to follow in GR
Job Shadowing Activity
In 2015 CPIP & ACTION teams had the opportunity to go on a Job Shadowing Program in Ireland. This is the testimonial of Alex Pana, CPIP.
Applying Drama Techniques in Romanian Schools
In the academic year 2015 – 2016 an EUBULLY Drama Program took place in 24 Romanian schools from rural and urban areas, in West Region. 58 teachers were trained by CPIP team in a number of workshops, monitoring activities took place in all the schools and a number of 686 pupils were directly involved in delivering small “drama pills”. More details about the activities you can find in the report and in the video you can see examples of “drama pills”
- National activity – download report .ppt