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CHAPTER FIVE: DATA ANALYSIS to participants step-by-step. As could be seen in the example of the mirror and the feral child, participants were able to use the concepts and structures in improvisations they created within the drama lesson, but there is not enough data to confidently decide whether it was a DE. The responses of participants showed that the narrative and the approach to drama taken in the second cycle opened profound questions on a personal level and also concerning social reality. In the next section I bring together the results of the first and second chapter, presenting the findings of my action research. This is followed by reflection on the research methodology used. FINDINGS OF THE TWO CYCLES OF ACTION RESEARCH This action research set out to investigate if it is possible to create Bondian Drama Events in Living Through Drama. Following the analysis of two cycles of empirical research I am not able to provide a definitive answer to this question. However, new possibilities have been explored related to the connection of the two fields and these have provided understandings that could be used to create DEs in LTD in the future. The major finding of the first cycle of my research was that participants need some conscious understanding of the concepts and structures that make it possible to create a Drama Event to be able to use them in improvisations. The central outcome of my second cycle of research was that the framing of participants to be aware of these concepts and structures does not hinder their participation in living through improvisation and enhances the possibility of them creating Drama Events in scenes and possibly in improvisations as well. I will list further findings I have come to in the two cycles of the research, in each case they will be followed by a short explanation. 1) An awareness of the theatre concepts and structures, besides enhancing engaging meaningfully in classroom drama, can heighten the understanding of participants of drama as an art form, and help participants see themselves as makers of drama. Though! explored Bondian concepts and structures there was a clear indication in the feedback from focus groups and questionnaires that participants generally enjoyed and appreciated thinking about drama as a form of art, and cherished engaging in questions concerning form and content with the aim of creating meaningful art. + 228 +
