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THE FUTURE UTILISATION OF THE OUTCOMES OF THIS ACTION RESEARCH
components of theatre within drama lessons aiming to offer experiential
engagement with problems. Ihis new approach to connecting the two fields
offers a development in form for practitioners of drama in education.
In the last section of my thesis I look at the impact of this action research
on my own practice, the developments so far, and the possible future
developments of this work.
THE FUTURE UTILISATION OF THE OUTCOMES OF THIS ACTION RESEARCH
In this last section of my book I investigate the possible further uses of
the findings of this research. Ihe various outcomes can be utilised on three
different levels. Firstly, in the wider field of drama education. Secondly, in
the specific fields I investigated, the living through approach to drama and
the Bondian theatre approach. Thirdly, in my personal work in the future.
Following a survey of literature in the field of drama education Davis
claims that “the only conscious developments of form seem to be those
from post-Brechtian performance theory and those placing drama in
the digital age and mixing media together”. This research offers different
possibilities for the field of drama in education, an approach that connects
with the complex body of theatre theory and practice. Davis points out that
constraints in curriculum, time, space, and general educational objectives
seem to have defined directions of development in drama in education in
the past decades; the recognition of the limitations of the directions taken
has created desire for new, more complex attitudes of drama education that
engage with the important problem of the nature of contemporary reality to
a greater extent.
Having done the bulk of my empirical research outside the United
Kingdom, where drama has a different position in the curriculum, I also see
the possibilities for drama in education outside schools, in informal education
settings. The strong connection with theatre theory and practice can pave
the way to the use of living through elements of drama in settings that are
more connected to education and youth activities of theatre institutions.
The development of this approach highlighted in this research can be employed
in both educational and theatre settings and offers the possibility of engaging
with the problem of the fictional elements in the reality of our age.
The analysis of Bond’s theory and practice undertaken in this research
can be of use in work related to his dramas. The findings concerning
the extreme and its relation to the angle of connection can help in creating
performances of his plays for young audiences. Davis’s book on connecting
71 Davis: Imagining the Real, 49.
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