Oldal 131 [131]
OCR
CHAPTER THREE: BRINGING TOGETHER THE ÁRTISTIC AND THE EDUCATIONAL PRAXIS events, but at the same time be aware of themselves as creators of those imagined situations. Ihe concept of metaxis, being in the fictional context of the drama and the actual social context at the same time,"" is central in testing values.“*° The concept has been discussed in detail in chapter one where the difference with Heathcote’s self-spectatorship and the convention approach’s Brechtian distancing techniques were also pointed out. Metaxis aims to keep participants “up to their necks in the stream”™*! for contradictions “to be fought out internally”,**’ with the now-time of the ‘making’ element of LTD playing a central role in producing metaxis.** Staying in the stream is an important point of connection between the living through approach and Bond anzd it is this “visceral, affective immersion in the event leading to imaginative/reasoned reflection"! that connects Bond and Bolton according to Davis. But he also points at the difference between the two: This is sufficient for Bolton but not for Bond; here they separate and new elements come in. Bolton is content for the present ideological understanding of the participants to be enough for them to reflect on the events and their involvement in them. [...] For Bond the challenge is how the engagement of the audience with the drama event can enable them to see what is really happening, to think with the eyes, as he says somewhere, without the event being cloaked in the immediate understanding of ideology. With regard to Bolton, my proposal is that although his drama form stays with the importance of story, does not pursue distancing devices and works for metaxis, yet the participants’ being is still enmeshed in their dominant ideology, whatever that is." Bondian DEs could bring the possibility to reflect on the impact of the dominant cultural narratives on the actions within the fictional situation and the metaxis element of the LTD could enhance that the participants raise questions about the presence of these ideological narratives in their actual social context as well. This demands on the one hand that the drama lessons are structured so that they rely highly on the ‘making’ element of the living through approach and also enhance the immediacy of the experience present both in LTD and in Bond’s drama, but should develop into moments in 479 Bolton: New perspectives, 11. Davis: Imagining the Real, 52. 481 Ibid., 31. 482 Thid., 52. 483 Bolton: Acting in Classroom Drama, 271. “84 Davis: Imagining the Real, 132. #5 Ibid. 480 + 130 +
