Week 7 

Can you think of a time when theatre you have seen has left an impression on you?  In what way did it impress you?  Did it make you think or feel differently about a topic or idea?I mentioned in class that Stolen left a big impression on me because it personalised the stolen generation debate.  I was shocked by the revelation that one mother had been declared unfit (and her children were consequently taken away) because she had an out of date can of peas in her pantry.  You read about sad stories such as this, but when you actually see them performed, you begin to feel for the characters and become more emotionally involved.  This production was all the more powerful because the stories were based on actual events. 

Can you think of any examples of theatre specifically designed to educate/influence adults?Most theatre productions convey a message and thus aim to get people thinking about different themes.  In my opinion, whether or not a show influences the audience’s way of thinking depends on how successful it is.  Productions educate about central topics to varying degrees also (depending on how much the audience already knows about a topic/theme).  I can’t think of a particular didactic show targeted at adults, so I will do some searching online. 

What examples can you think of where drama is used to educate/train adults?Most professional trainers use role-play in training, but this can often be utilised and performed at a superficial level.  Drama is experiencing resurgence as a popular medium to explore issues at a community level, particularly in developing countries (O’Toole 2000).  I have previously listed a Welsh website that uses drama to resolve community issues with adults and children alike.  O’Toole (2000) writes that theatre provides ‘vital conditions for community learning; it is a social and public forum, where people meet together, and statements can be made, questions raised, that are shared by all’.  

What are the factors that inhibit the use of drama as a pedagogy for adults?In class we discussed how adults often feel they know all they need to know, and often bring this unhelpful attitude to training sessions.  Society still accepts that children can play, but adults should not; and because drama is seen as a form of play, it is sometimes considered ineffectual for adults. 

Are there any ways of ameliorating these factors to make drama more palatable for adult learners?Do adults learn differently from children and do they therefore need a different pedagogy? (O’Toole 2002).  I would answer yes and no and no and yes, because it is a very complex question.  Surely knowledge is constructed in the same way, but perhaps the attitudes adults bring to learning affects their ability to make new connections and thus needs to be countered by an innovative approach.  I think the more that drama is used in an educational way in adult settings; the more the public will be swayed about its potential as a learning tool.  I studied theatre performance for three years and it is only recently in this class that I have begun to realise the true educational value of drama! 

Suggest some further ways that drama may be used or applied in the teaching of adults.I think role play is often used too superficially in training environments.  The role play may only last 30 seconds or so and magic fixes are quickly found.  Instead, I think adults should be involved in more complex “learning through drama” scenarios like the type we have trialled in class, but which relate to their job/profession.  For instance, I can see great potential for training student teachers in classroom management through indepth “learning through drama” scenarios.  This is an area which is greatly neglected in our training, and one we all wish we had more experience in.  A scenario could begin with a child and their recurring problem behaviour; then you could introduce other staff members and possibly parents, etc.