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FIRST CYCLE P2: I also want to know what happened when he burned the house down. What was in the background. T: Why his mum asked him to do it? P2: That as well, but also what was going on in the background. T: What do you mean by background? P1: Why she asked him to do it? What happened before that? P2: Maybe it didn’t happen because his mom wanted it, maybe they frightened her with something and that’s why she said it. P1: “I will kill your son if you don’t burn the house down” (In an altered voice). T: Do you mean she was blackmailed? P1: We can’t tell. T: Is it annoying that there is so much we don’t know? P4: No, that makes it exciting. P2: It’s possible that the group of kids will start investigating and they find out what is in the background. Joe finds out why he did it. The arson had clearly become a point of excitement and interest. Some talked about it with their parents, and it was also a recurring image on the artwork they did with their teacher (See excerpts from drawings done by group members on the day following the lesson). The strong event clearly produces interests and questions, motivation to search further and it also triggers new stories. Observing the video® of the whole group improvisation in which the group find Joe at the station, there are primarily three or four participants talking, questioning Joe in the first three and half minutes of the tense improvisation. But then when Joe, the teacher in role (TiR), asks their advice about what he should do now there is an eruption of voices and discussion with many-many 602 6. F Gl. 62 V3 GIl. + 179 +
