PLAYING WITH POSSIBILITIES: Facilitation of Theatre Collective Creation for Social Justice in the Secondary Drama Classroom
Morris, Aren .A
Mount Saint Vincent University
The purpose of this study was to inform and improve the practice of a secondary drama teacher using Theatre Collective Creation (TCC) in her classroom, particularly TCC as a means of exploring/experiencing social justice. The guiding questions were: How can the experience of facilitating a Theatre Collective with female Internationally Educated Teachers inform and improve my practice as a secondary drama teacher? What are the ways that teachers can best facilitate Theatre Collective for social justice in their classrooms? A crucial aspect of the research project was to use the process of TCC to develop a play with a group of female Internationally Educated Teachers, and to then draw parallels between that experience of theatre collective facilitation and the teacher's previous theatre collective facilitation in the secondary drama classroom with students. There are two scripts included in this thesis: one was co-written throughout the research project by the researcher and the group of female Internationally Educated Teachers, and the other was written by the researcher herself, as a creative means of representing the thesis conclusions. To the drama teacher involved, the study both informed and improved her teaching practice and revealed the ways in which her facilitation of TCC for social justice functioned effectively and how it might be improved. These discoveries in the data (Chapter Four) are explored in terms of moments of confirmation (building relationships and a safe, creative atmosphere) and difficult discoveries (organization, personal expectation/ influence on the process, acknowledging cultural difference and silences within the process and among participants). The researcher concluded that while some authority is required for safety and productivity in the TCC process, the facilitator must also recognize the fluidity of power relations between facilitator and participants. This study drew on Arts-based Research (ABR), particularly Drama and TCC as a form of ABR and was influenced by Cross-Cultural Research and Feminist Participatory Action Research.
Theatre Collective Creation , Social Justice , Facilitate , International , Teachers , Scripts