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CHAPTER FIVE: DATA ANALYSIS
Signs in classroom spaces
As these photographs of two spaces show the primary school classrooms
are full of photos, drawings, maps and all other images and objects that are
connected to the group’s daily life.
Though I was aware of the space, I had not thought about how this could
be made productive for the drama lesson. Perhaps, because the signs on
the classroom walls and the signs on the temple wall did not correlate to each
other in a meaningful way it was easier to neglect both in the improvisations.
Another factor is that I had not made the group aware or offered models of
using the space in meaning-making.
These four features related to the use of specific sites in a Bondian LTD are
useful to take from this investigation.
s It offers motivation and ownership if participants can create elements of
the specific spaces used in the drama, but this does not mean they are
aware of the meanings created in their use.
s For space to be usable in making-meaning different parts of that space
need to carry different meanings which do not become generalised and
remain open for interpretation.
+ To use space for meaning-making participants need to be aware of
the possibility of using the space in this way.
s The relationship between the signs used in the fiction space need to have
a clear relationship to the signs present in the physical space used for
the drama.
I now continue with the analysis of the data connected to Site C.
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