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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. + 243 +
