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SECOND CYCLE
I will give a short summary of the second cycle before reflecting on
the findings of the whole action research I conducted. I will close the chapter
with a reflection on the research methodology employed.
Summary
In the second cycle of my action research I investigated how the conscious use of
Bondian concepts and structures by participants of the lessons could enhance
creating Drama Events in Living Through Drama. This research question came
out of the findings of the first cycle of research, connecting the two cycles.
The three components of the Bondian approach I offered to participants to use
were: the aim of creating a gap through drama; the concept of Centre; and
some dramaturgical structures used in Bond plays to create gaps in narratives.
The next section shared the three narratives used in this cycle.
In my data analysis I first examined the different frameworks that can
provide space for including the drama structures and concepts. I found that
objects created the possibility for participants to bring in their problems
and interests into the narrative and also helped in creating a multi-layered
reflection, as could be seen in the examples of the apple and the Bible. It also
became clear that a Bondian use of space would demand particular skills
and understanding in designing specific sites of the drama which I was not
able to offer in this series. I compared the three narratives used in the cycle
and found that Wild Child, the story built on the classic theme of a feral
child, provided more possibilities for participants to resonate their social and
personal interests in and also offered situations that were more useful for
improvisation than the stories that I had designed to reflect current socio¬
political issues. Especially the transitional nature of the feral child triggered
many responses.
I explained the way I used the concept of frame to provide a specific
perspective on the whole process and found that it proved productive
from a number of aspects. A raised awareness of the centre enhanced its
exploration in the drama. The understanding offered about the aim of theatre
and the dramaturgical structures stimulated the participants’ capability of
exploring problems and question in a dramatic form. We could see it being
used consciously in reflection in the example of the Bible, and in creating
situations in the example of the mirror and the window.
The analysis of the compatibility of offering explicit theatre forms with
living through improvisations showed that participants were mostly not
hindered in improvisations by the use of theatre concept and structures.
However, some examples, like the improvisation between the father and
the daughter in the 1956 lesson where the participants playing the father
froze, highlighted the need of breaking down tasks and giving responsibility
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