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FIRST CYCLE
P1: We understand things from it. There are good and bad people, and medium
people.
P2: We don’t have to experience this to find out. We can find it out from the story.
Others reflected on connections with the unbreakable vow in Harry Potter
mentioned before. Here at the end of the series they made personal value
statements related to this connection. "I never tell on my friends because
I know if I would tell on them they would not be my friends anymore and
I dont want to lose them" stated one of the participants. At the end of
the full process one of the girls in the focus groups responded the following
to my guestions:
T: What can you learn from a story like this? (Silence)
P: I cant explain, but I have a feeling about this story.
T: When did it start?
P: In the second session. It is about myself, I am trying to understand myself.
Unfortunately, she was not able to explain more, but her feelings seemed
genuine. Ihese guotes, and many others referred to earlier in the text show,
that the drama lessons triggered thinking, enhanced making connections.
There were many useful learnings coming out of this first cycle of research
which offered a clear directions of investigation for the second cycle.
Evaluation of the First Cycle
The first cycle of research explored the use of Bondian devices and structures
in LTD. Besides providing useful insights and many new considerations
towards creating DEs in LTD, the data shows that they were also enjoyable
lessons for participants; 55 of the 57 participants of the three series said they
would be happy to participate in a similar lesson again.
All the specific findings coming out of the data analysis of this cycle will
be brought together with the findings of the second cycle towards the end of
this chapter. Here, I will reflect on the cycle as a whole to set directions for
the second cycle of research.
Clearly, the Bondian concepts, devices used did not hinder the realisation
of process dramas with a LTD approach, participants mention improvisations
as the most important and exciting parts of the lessons. The concept of
Site and Centre can usefully accompany, though not substitute for internal
coherence and angle of connection to help a more conscious structuring of
653 F G3.
654 Tbid.
65 Ibid.
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