04.02.07
WEEK 6 – DRAMA AND SOCIAL EDUCATION
Drama is a fantastic element to explore when dealing with social issues as it allows students to both experience and view first hand what is happening and how it’s happening. When focusing on Bullying, students are able to experience (in a dramatic sense) what it feels like to be a bully, and what it feels like to be bullied. The workshop bought up many different instances where bullying occurred, whether it be physical, emotional or otherwise. We also looked at how a bully is defined and how their victim’s often react.
Although these activities are amazing in their portrayal, I found that more often than not we were exemplifying the “stereotypical bully†rather than emphasising the diversity of people who bully. It was mentioned through our discussions, however every time we were to portray a bully, they were all loud speaking, physically powerful people. Contrary to this, the victims were all shy, quietly spoken and timid people.
After participating in each activity, it was extremely clear as to the purpose and message behind it. In most cases, it wasn’t until we’d finished the activity and viewed examples from other groups that we fully understood the concept behind the activity and it’s rational. Every single activity we did would certainly create valid discussions for a group of school students.
Using drama as your vehicle for teaching and learning allows students to vent their feelings and opinions on the issue through their performance. Most activities relied on us, as the students, to create a scenario in which bullying occurs. If students were experiencing bullying in their own life, they could use this drama piece as a form of identification or therapy – regardless of their place within the bullying experience.
During last years Health Education unit, we looked quite closely at mental health issues, with particular focus on the Mind Matters resource. I looked at Self Esteem as an issue in schools (for both students and staff) and the use of a dramatic performance to overcome these issues. It was driven by the notion that if children feel good about themselves they will have an easier time handling conflicts and resisting negative pressures. Self Esteem also deals with the need for inclusion both within the immediate surrounds of school and the wider community. A self esteem health education program was implemented by creating a dramatic experience for students that encouraged cooperation rather than competition. This was done through the J Rock program where students perform a story or theme through drama, dance and music. J Rock’s philosophy is non competitive, professional, educational and accessible. The J Rock performance piece also becomes an educational tool for parents, staff, peers and the wider community. By producing an 8 minute dramatic piece on a moral issue or subject, it also becomes a form of visual literacy. The performance can be shown at information evenings to generate discussions on the topic or issue, and create thinking amongst the community. Therefore this piece actually serves as an added educational tool with a purpose beyond its initial health program.
In terms of looking at health issues in a dramatic sense, here are a few things I found -
This link looks at tackling racism in sport through the English and Drama curriculum. This is not a solid drama process, however many of the task are drama related…… have a look, there are some good ideas in there. I particularly like that they are looking at racism through sport – so immediately they are engaging the student’s interests. They refer to “Sport†as either a player or a spectator, therefore including most students.
http://www.dramamagazine.co.uk/docs/makebelieveforreal.pdf
This article describes a drama process about racism in regards to the civics and citizenship curriculum. It’s not actually a step by step account of how it was done, rather a reflective article on the process. This article has some great reflective comments from the student’s perspective.
http://www.winwinresolutions.org/WinWin-A/Win-Win_Home.html
This website is a company that run workshops about conflict, through drama. They have several different workshops for students depending on the year level and they also explore conflicts between teachers and students and parents and students.
http://www.royalarmouries.org/extsite/view.jsp?sectionId=2607
This site looks at dealing with family conflict by using the pre text Romeo and Juliet to students aged 11-14 years.
There are many more sites on the internet that deal with social issues through drama but I won’t bore you with them all. I will however leave you with this quote from a report I found that was based on teaching the war through drama.
Theatre enables us to observe ourselves and by so doing to “discover what is not and imagine what we could become.”
Arendshorst, T, 2005 Drama in Conflict Transformation
http://www.beyondintractability.org/essay/drama/ (accessed 03.04.07)
Jo said,
April 4, 2007 at 1:57 am
Hi K
Some really good comments here. Interesting that you noted that we didn’t always succeed at revealing the diversity of bullying - this is something that as teacher you could keep pressing for - finding the subtlety in the bullying etc. We are noting stereotypes of course but want to move beyond. This would be particularly useful in the Defining Moments unit when we are looking at acting abilities as well as the human relationship issues.
The work that you describe on J rock and self esteem is really interesting! This shows that beyond drama, the theatre experience can hold so much benefit for students in these areas of physical, personal and social learning and mental health/ wellbeing.This might be an area you would lie to work in in future? There is such an important job to be done here.
You’ve found some great resources. Do you know how to make these live links so that readers need only click on them? See if you can work it out.
Jo