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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 sociopolitical 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 + 227 +
