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OCR
SECOND CYCLE Improvisation was a central element ofthe drama lessons, many participants write in the guestionnaires that the most interesting moments of the drama lessons were improvisations, because: "it was great to see how my two partners just let it go in the improvisation”; “I did completely different things than I expected from myself”, “I didn’t like improvisation so far, but now I got to like it”, “the improvisations often took the story in completely unexpected directions”. There is also a clearly positive response to improvising, and its characteristic of surprise and unfolding narrative. Participants reflected positively on theatre structures and concepts offered directly in the drama lesson. When you stuck those papers on the wall with the ideas of how we could develop the scene, what twists and turns we can bring into it, that was really interesting. It made me think about other situations and scenes where it could be used. It also made me think about when we own our lives and when we don't. I think those structures could easily be built into the scenes.’”” Participants enjoyed thinking about what we were doing as art. “I really liked it that you brought theatre into the workshop :)”,”° wrote one participant, while others specified that they enjoyed the scenes they created being linked together”! to create a more coherent experience. Another respondent summarised that aiming for the situations to “be self-propelled” and not making “pre-digested” scenes for the audience, but letting them think for themselves, and even just keeping the audience in mind was surprising, because they are “real theatre things”; something she/he has not encountered before in drama workshops.’” Being the audience of each other’s work was also satisfying for some. As one of the student states “it was interesting to compare the scenes, because we had similar starting point, but then people developed using those forms into new directions”.’” Altogether, the participants’ reflections and the analysis of the activity of participants in the drama lessons shows that offering drama concept and structures and a frame does not hinder the improvisation, itadds an awareness of the artistic dimensions of the living through experiences of participants in the drama lessons. It is also visible that participants are able to incorporate structures offered in scenes they create and a more delicate break-up of tasks, an appropriate rationing of responsibility placed on participants could make it possible for participants to include them in improvisations as well. 78 Q Wd. 719 F 56A. 720 Q Wb. 71 F_56A. 72 Q Wa. 73 F_56A. + 223 +
