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FIRST CYCLE to distract the interrogator as it is clear from the video documentation that all conversation was initiated by the teacher in role, the participant’s presence can be described predominantly as reactive. This does not mean it could not be seen as an exciting piece of theatre. But it could also not be turned into a DE for a number of reasons. One of them is that the student in the role did not aim to create a gap in meaning, or explore the meta-text of the situation, he was trying to solve the situation by getting through it. There was also no Centre placed as a reference point for this exploration. The acting behaviour was very much of a living through ‘being’ mode of LTD, which also points at an important difference between Enactment and ‘being’. While both create opportunities to explore situations, Enactment realises the aim of a conscious exploration of the situation and an awareness of some reference points. There was another recurring issue in relation to the acting behaviour which I will present with the help of another example from The Tribe. While most group or pair improvisations happened in the existential ‘being’ mode, there was a Clear shift in acting behaviour when students got the opportunity to improvise a situation alone. An example of the shift in acting behaviour was visible in the recordings®’ of the second lesson of The Tribe. The highlighted parts in the screenshots illustrate how the boy playing the role was demonstrating his thinking with his hand gestures and facial expressions. 637 V3 D2. + 191 +
