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CHAPTER FIVE: DATA ANALYSIS educational system were gaining popularity. Ihe Centre of the lesson coincided partly with my research guestion: how can narratives be dislodged? In this case I attempted to include the justification for dislodging each others narrative of the situation as an element of the story. Ihe process led to a pair improvisation of a situation in which an arrested leader of the student movement was interrogated by a representative of the PR company. Ihe two participants of the improvisation both prepared their narrative and strategy to come out of this situation in the best way for them, and then were offered tools to use to offset each other in the improvisation. Wild Child, the third drama lesson (referred to as W in the data), was based on a feral child narrative. It started by me inviting the participants to become co-researchers investigating this form of drama and the problem of how dominant social narratives, ways of thinking can be questioned. In the first version participants were also asked to create scenes or depictions of moments of realisations in their lives, when things they had not questioned previously were seen in a completely new light. In the second version of Wild Child we created the statue of the ideal student that the Education Ministry would make and looked at how to change it to express the reality of being a student and show the ideology in the first statue. While the first version focused more on their personal experience, the second version was more connected to the logic of creating DEs. Then participants were offered a story about the question: how can you find/be yourself in contemporary society? They were offered the role of the staff of an NGO that helps people with issues integrate into communities. The roles and the organisation were built through tasks of mapping their previous successes and approaches to social problems. The organisation received a request to deal with an extremely difficult case of a nine-year-old child who had been raised by a pack of dogs. Participants were asked to create scenes about the education of the child, after a series of tasks prepared them for this; these included making lists of the most important things the child needs to learn, exploring in space how growing up with dogs impacted on her movement, and so on. The scenes created were then re-worked using the Centre of the story with the help of the dramaturgical structures. The NGO received a huge donation because of the good press they received for their successful nurturing of the child, but one of the criteria was that the child (whose gender depended on the group’s gender ratio) should be there at the ceremony. A small group improvisation was played out as the reluctant child is persuaded to leave for the ceremony and the event itself was played out as a whole group improvisation. In different versions I tried setting the objects for them to use in the group improvisation or leaving the choice up to them, or using a mix of offering some and also giving participants some choice. I discuss the use of objects further on. + 204 +
