Abstract
ABSTRACT This paper is a reflective journal of a university drama teacher’s practice. The author tries to find out the details of communal learning in two pieces of devised forum theatre under the concept of Theatre of the Oppressed (TO). The group projects described here show the tutor’s facilitation in harnessing the group toward a consensus on an agreed theme, followed by interesting interactive forum sessions within the multicultural community. With the view of harnessing students toward the use of their own daily life experience, the author reflects on his policy of promoting participants’ use of first languages and cultural capitals. He arrives at the conclusion that such language policy, as opposed to the official policy of the university he serves, actually enhanced negotiation and formation of identities. Such enhancement was also a key factor in the success of this institutionalized group’s learning through forum theatres. In a word, the author has demonstrated his reflective practitioner’s lenses of teacher-as-administrator, teacher-as-participant, and teacher-as-artist.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.