Oldal 157 [157]
OCR
CHAPTER FOUR: RESEARCH METHODOLOGY I analysed Edward Bond’s theory and practice in the second chapter to understand the complexities of DEs. I reviewed literature on DEs and scrutinised plays to understand concepts and dramaturgical structures used in constructing moments which create a rupture in the usual interpretations and create a gap in meaning that participants need to fill in for themselves. After the analysis of a drama lesson aiming to create a DE in a LTD by David Davis in chapter three I brought together concepts, structures and devices used in the two fields, building connections between the two practices. Following this theoretical exploration of the components of my research question I engaged in an empirical inquiry to find out if DEs can be created in LTD. The objective of this research was not the creation of a recipe that shows how DEs can be created in LTD. Even if it were possible to create such a formula it would defeat the object of developing an artistic educational practice which relies on a number of variables, including greatly differing contexts and participants. The primary aim is to develop my own practice in directions that are missing from the current spectrum of drama education. The research also aims to generate transferable new theoretical and practical knowledge that I or other practitioners can use in educational and/or art scenarios in future work. The findings of this research will also add to ongoing debates within the field of drama education. A more focused discussion on the limitations of the conventions based approach and the possibilities offered by LTD is one of these debates, while the more general questions concerning the relationship between drama education and theatre art is the larger context of this endeavour. The central research question — Can Bondian Drama Events be created in Living Through Drama — implies many further questions that are investigated in the data analysis. Some of these questions are the following: + Are Bondian structures and concepts compatible with concepts used in LTD? + What sort of narratives and dramatic structures can enhance participants creating DEs in living through improvisations? + What makes the situations or narratives extreme for the participants? s How can objects and space be used in a Bondian way in LTD lessons? s What sort of understanding and reflection is born out of engaging in a Bondian drama lessons? As both territories investigated are extremely rich and the possibilities to test their connections in order to explore the central research question are numerous I made the decision to conduct an exploratory first cycle of research, and carry out a more focused enquiry in the second cycle, based on the findings of the first. The research questions for the first cycle were: How can Bondian concepts be used in planning and delivering LTD lessons? What can they offer and what problems do they create?
