Drama Boreale - Åbo Akademi

also noted. The significance of discussion in terms of opening up viewpoints and deeper
understanding of an issue was acknowledged to be central.
Self-reflection occurred frequently. Students assessed their own activity in terms of
others' expectations of them, their own performance as well as their own contribution
and mental alertness. The personal interface took the form of an activation of earlier
experiences and memories, which in turn aroused discussion on them. Self-knowledge
was revealed when students considered the situations encountered in drama work in
relation to their own selves. In addition they expressed personal wishes regarding how
they worked. Self-reflection predominated in the data. The camera was considered to
have had only a temporary disturbing effect.
Evaluation focussed on work in general, the individual drama session as an entity, the
significance of the group and on what had been good. The viewpoint also included some
critical comments, the main one of which was that there had been insufficient time for
the summary discussion and that some sessions had been too hurried. In working
students learned about group dynamics: the effect of the group on the individual,
working in a group and the individual's effect on the group. One important point to
emerge was the individual's 'protecting into drama', since the group was experiencing
process drama for the first time. This meant that the students had not been rushed into
presenting episodes to each other, something that was considered good. Apart from
learning related to the themes, the learning potential of process drama became apparent
in the areas of empathy, self-knowledge, group dynamics and of artistic experiences.
The importance of encouraging people to express themselves was emphasized, as was
the strengthening of self-confidence. Mention was made of the motivational boost
provided by drama work.
Process drama is a good mean to teach concepts. Discussions are important for
deeper understanding
Both the diary entrees and the questionnaire confirmed that process drama is a good
mean in clarifying concepts. Consensus became familiar to the participants. Both the
diary entrees and the questionnaire confirmed also that the discussions in drama are
important. The significance of discussion in terms of opening up viewpoints and deeper
understanding of an issue was acknowledged to be central. After this the instructor’s idea
of learning in process drama is examined. It has two basic elements: first, the importance
of discussion before, inside and after the episodic drama work; second, the idea that can
be expressed in the phrase “the group decides”, which refers, for example, to the health
of the group and their willingness to commit into drama work. This idea will is
illustrated in the following figure.
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