TiE Today in Wales, Author: Edward David Humphreys, University of Chester

the presence of the reality of conditions of bail. Evidently, more thought, training and
rehearsing of this aspect of a TiE programme should be highly valued. This would
then require trials of the programme before touring publicly, which would require
more funding to ensure extra rehearsals could commence.
There are two limitations to SXTO which hinder its overall success. Firstly, it appears
to open itself to criticism when the director acknowledges that the play has “had
young people walk out due to its hard-hitting nature.” (Lee, 2015). Now, this could be
argued to prove how effective the performance was and proves to other clients that
this programme is worthy and powerful. However, it could be argued that the role of
theatre-in-education is to learn from what has been discussed by students and to
dissect the understandings shared; from this quote, it would seem that if young
people were walking out, then surely not all participants would be aware of all the
facts of the production to then take into the discussions post-show. Therefore, due to
each individual child’s experience, not all would have learnt or explored as much as
others in the group. Of course, it is unreasonable for the show to be stopped for
those affected by the nature of the piece, but the structure of this programme could
prevent the participants’ re-entry into the fictional world being presented. From a
welfare point of view, it is clear that the teachers are responsible for this as Arad
Goch were there to perform and provide the material for the discussion afterwards;
from my research, there is no sense of any members from Arad Goch performing a
facilitating role during the performance.
The final aspect of the reinforcement which weakens the whole programme is the
teacher resource pack. Theoretically, the teacher resource pack is a brilliant form of
support for discussions in the class after the performance. And when looking through
the resource pack, handed to the schools, they remain imperative that teachers are
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