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FACILITATING "BEING" IN THE SITUATION — STRUCTURES USED IN LTD AND BONDIAN DRAMA which the dominant underlying cultural narratives are exposed in some way, creating a gap in meaning. Perhaps this would be the unigue aspect of a Bondian LTD. For this to be possible in fictional situations the classroom drama needs to be planned in a way that provides four different functions. a) It needs to be engaging enough for the group so that they are motivated to enter it and be involved in the making of it. b) Ihe meta-text of the situation needs to contain elements or expressions of dominant cultural narratives that can surface and be reflected on from within the story. c) Ihe fiction needs to have a powerful angle of connection with the participants’ actual social context so that the metaxis function steps into operation. d) An awareness of the central dilemmas and the aim of creating gaps for other participants and those watching. This last element was missing from Davis’s Child Abuse drama analysed earlier. 1 now move to look at the role of the facilitator and the tools and structures that can be used by her. FACILITATING ‘BEING’ IN THE SITUATION — STRUCTURES USED IN LTD AND BONDIAN DRAMA Not only the participants take on several functions in the process of ‘making’ living through drama but the facilitator as well needs to rely on several skills, but most importantly different structures and devices in the planning of her drama. Fleming reflects eloquently on the role of the facilitator when he says that “one of the significant insights of drama education theorists was to recognise that children are unlikely to create drama of any depth on their own. [...] It could be argued that one of the ultimate goals of drama teaching should be precisely that pupils should be able to create drama of depth on their own”.*?° The conscious use of the components of the art form by the participants can lead to making the facilitator redundant. The aim of my research is to find out how far I can go in creating the possibility for participants to make drama of depth that disturbs usual outcomes, exploring hidden layers of the situation on their own. I see the element of participants doing this ‘on their own’ as offering new advances in the field of LTD, incorporating Davis’ drama that facilitates ‘being’ without the teacher in role“ which itself builds on Bolton’s LTD.*#® 486 Fleming: Teaching drama in Primary and Secondary, 83. 487 Bolton: Acting in Classroom Drama, 220. 88 Davis: Imagining the Real, 4. * 131°
