Citizenship pieces

General Election
All participants sit in a circle facing one person who stands in the centre. The aim is for this individual to talk their way out of the centre.

The central person asks the participants a question e.g. Does anyone have brown hair? Those who do must exchange chairs leaving one person standing. This person must in turn talk their way out of the circle.
As a continuation, develop questions to express belief. This is the ultimate aim of the activity. (e.g anyone who believes in affordable housing…/school democracy.)

If a participant cannot think of a question or wants to promote a total change they can call for a General Election. Now all participants must change places at the same time.

The Line
Imagine there is a line dividing the room in two. Divide the participants into two equal groups facing each other and choose a 'caller'.

Example:
Caller: More learning (caller points to right half of the room).
Less learning (caller points to right half of the room).

Participants divide to the position they agree with. Continue to explore group divisions and develop confidence for individuals to express their point of view.

Something should be done about...
Split into groups of two. Each pair spends two minutes finding out about each other e.g. their name, school and one thing they believe `something should be done about'. Each person then presents their partner to the group.

Lobbying
In partners divide into Person A: a very busy politician late for a meeting Person B: a young person who wants to raise an important issue. The aim is for Person B to have their issue heard by the politician.

Following Discussion: What is lobbying? What is the difference between lobbying and campaigning?

What are effective ways to get your voice heard?
Participants discussed tactics from physical intervention to shouting and blackmail. Some agreed that having a well thought out structure for presenting their argument seemed to work better as did reverse psychology and asserting the fact that a politicians' job depends on his supporters and that it is their job to listen to you.

The Meeting
The young person is now granted a two minute meeting with their Politician.

Following Discussion: Preparation for a short meeting, structuring and answering questions, appropriate presentation, for example, not shouting, swearing - being armed with evidence of your issue or support from others petition.

"I think doing the General Election and The Line was very useful and it was entertaining. I got to know people. Also Something should be done about…- it was good to hear from other youths about their stronger opinions."
(Participant)

The participants were split into small groups that reflected the cross section of schools taking part. Each group spent the afternoon working with a facilitator from the Theatre Royal Stratford East, with the aim of producing a short sketch to discuss an issue of choice.

Example:
The discussion started with the facilitator introducing a number of possible issues by asking participants to look at a survey of issues relevant to young people. These issues ranged from young people and smoking, to crime and race relations. As a discussion starter the facilitator asked the group to think about issues they were concerned about in their school.
One student noted that many problems in school start in the playground. For example; even though there's a CCTV camera to catch smokers, the students ignore it as nothing ever happens with the pictures.
Another person thought that there's more trouble in the playground because there are not enough activities. Sports equipment was taken away due to balls being stolen or lost by students. Here another participant gave the example of their school, where the students run a scheme to loan sports equipment during playtime by administering a deposit on equipment, for example, 50p to use a football returned when the ball is given back.

To extend this discussion the facilitator introduced an exercise to begin acting out a real situation by first making a still photo of the action (Image Theatre).
Each participant was moulded into a character in the scene chosen - young people smoking in the playground.Within the picture were several `stories' - the defiant smoker jeering at the CCTV camera, a girl being pressurised by her peers to smoke.
On this issue all members of the group had a chance to develop their experiences by creating a picture which was then brought to life as a brief sketch and series of thought tracks, where individuals verbalise their thoughts.
This can be just a sentence or statement.

"We chose teen harassment from police. We shared our experiences and then we came up with a sketch and we had loads of fun." (Participant)

" I worked in a group to create a piece of drama. That needed co-operation and good teamwork. I got closer to the people I worked with."
(Participant)

This technique was again used to create a scene within a classroom showing a supply teacher trying to cope with a disruptive class. Here stories included a girl putting on make-up in class, a student trying hard to learn through the noise, others disrupting the teacher and taking advantage of his inexperience, a student on a mobile phone.
The participants discussed situations like this they had experienced which led to a discussion on supply teachers from overseas, the lack of permanent staff in East London schools and why students are disruptive, for example boredom.
Possible solutions were seen as teacher training to deal with behaviour problems, encouraging permanent staff, more interactive and creative teaching techniques, better discipline procedures.
For each example the participants showed a possible alternative.

1st Performance
Each group performed their sketches to each other in the form of a forum. This meant that after an initial performance the audience could suggest changes to the characters attitudes and actions that could either be preventative or be a possible solution.
Other issues chosen by groups were: The position of young Asian women in the workplace and home. Relations and attitudes of the police to young especially Asian and black people. Boredom and the lack of activities available in east London for young people. Crime.- joyriding, under age driving/smoking/drinking, peer pressure. Relationships between teachers/school staff and young people.Young peoples rights.

"In my group we decided to bring up the issue about having easy access to drugs. The sketch was that parents finding out about young youths taking drugs, e.g. their own children. We discussed how to solve the problems such as to open up youth centres so children wouldn't be bored. I loved it!"
(Participant)

During the afternoon work continued on developing each performance based on the feedback and comments given from the audience and participants and experience of the group. This work included participants being trained in specific techniques used in forum and legislative theatre to convey an individuals thoughts and motivations. Note: In terms of performance the aim of the sketch was to present real situations and possible solutions. Acting skills as such were not important. Sketches were to be discussed on their content not dramatic success.

return to top of page

The outcome
An open invitation was given to MPs and councillors to attend a forum performance of the workshop. This ran from 4.15 - 5.15pm and was facilitated by Julia Samuels, Youth Projects Leader, Theatre Royal Stratford East.
During this forum the young people involved had the opportunity of getting direct feedback from their local MPs and councillors on the issues raised, engaging in and leading the discussion, responding to and challenging answers given, utilising the skills and experience gained throughout the day.

Issues discussed during this session included;
Young people's access to drugs.
The racist attitude of police.
The role of women in the workplace.
Youth crime.
Teacher training.

The MPs and councillors present expressed the importance of the dialogue which had taken place in terms of highlighting issues which affect young people and getting their feedback on possible solutions.
Many young people involved in the discussion suggested possible actions that could be implemented or supported by their local MPs. In exchange MPs, councillors and LEA advisers provided information on projects already being implemented by themselves and other agencies e.g. The Citizenship Foundation's Youth Passport and a schools outreach programme and police cadets scheme to bridge the gap between police and young people.

"All performances were excellent. People expressed their feelings, beliefs and told the MPs/Councillors what we thought should be done."
(Participant)

"I think my voice got heard. I argued that drugs shouldn't be got on the street at such a young age. I also asked them if they think cannabis should be legalised."
(Participant)

return to top of page

Evaluation and assessment opportunities
An evaluation form was sent to all schools who attended the workshop on 28th February, by the Humanities Education Centre, Tower Hamlets.

Feedback from the students involved:

"It was a great experience to meet and work with other youths in Tower Hamlets. I got a chance to see other opinions."

"I think doing the General Election and The Line was very useful and it was entertaining. I got to know people, it was fun. Also Something should be done about…."

(About the forum to invited MPs/Councillors)
"It was good because we could express what we felt and we told them what we thought should be done."

"I think I got my voice heard. I argued that drugs shouldn't be got on the street at such a young age. I also asked them if they think cannabis should be legalised."

(Would you like this work to continue?)
"Yes, definitely!!! It was a great experience. I think all schools should get a few students from each year to get their voice heard."

"This Youth Forum should continue on a regular basis."

"Yes, a few girls from each year could get together on a regular basis and discuss what we thought should be done. The day was great. I had lots of fun, met new people and I would love to do it again. Thank-you."

(What did you learn?)
"There are more emotional feelings than you think/expect."

"I've learnt to speak my mind now as it could make a change. Young voices should be heard."

return to top of page

Challenges encountered
The success of the Youth Forum depended on the full participation of the young people involved.

During the morning warm up on the second day of the workshop, students from a Tower Hamlets special school were reluctant to take part in the activities and initially made the decision to opt out and view the exercises as spectators.
The facilitators encouraged these students take part by working with them one to one, which resulted in the students briefly engaging in the activities and contributing to the exercises.
It is important to recognise that many people are initially daunted by participating in drama, role-play and public speaking activities. This can be due to a lack of confidence, fear of looking stupid, of showing themselves up, of getting it wrong, being no good etc.
During a Youth Forum such as this it is important to stress that everyone is working together as a team. Everyone is there to help each other, share the responsibility of communicating the chosen issue and most importantly that it is not artistic merit or astounding acting that is important, but the debate of issues and possible solutions raised among the group.

The warm up exercises are a great fun way of introducing everybody and gaining confidence through a shared experience as well as raising some of the themes and issues of the forum, and it is really important that everyone begins to actively participate.

Further challenges sited by Stratford East's Education Unit are that although all secondary schools in Tower Hamlets were invited to take part in the workshops, not all took up the offer. This could be due to an already expansive workload or difficulty in arranging out of school activities. The Education Unit is keen to make links and forge relationships with further schools in Tower Hamlets.

return to top of page

Cross curricular links
In addition to fulfilling Citizenship and PSHE objectives this initiative also meets guidelines for the following National Curriculum subjects -
Literacy- speaking and listening - Drama.

return to top of page

Links with other schools, community groups and organisations, local and national.
Developed from the Theatre in Citizenship Programme Making a Difference Theatre Royal Stratford East/ The Citizenship Foundation) - a unique interactive theatre event which went to schools and youth clubs in Lewisham, Waltham Forest and Newham in Autumn 1999. The idea was based on a Brazilian model of forum or legislative theatre. Three actors presented a half hour show depicting stories based on the real experience of young people. The audience were invited to explore the issues by taking the part of the protagonist to find the new solutions to the problems presented. The audience were then invited to explore a change the law solution, e.g, would a curfew solve the problem of violence on an estate? The actors then respond in role to the proposals. MPs, MEPs and local councillors were invited to attend or at least respond to the legislative proposals. It was a most effective way to introduce the concept of laws and how they are conceived by people, depending on their interests, and to see that there are choices and alternatives in life.
Julia Samuels. Youth Projects Leader, Theatre Royal Stratford East

Theatre Royal Stratford East and Spare Tyre Theatre Company are currently planning a future theatre in education project to take place in the next academic year. Please contact the Education Unit for details.

return to top of page

Links with any schools, community groups and organisations in the wider world
Forum and Legislative theatre was developed by the Brazilian practitioner Augusto Boal, a member of Parliament for Rio de Janeiro and President of the Centre of Theatre of the Oppressed in Rio de Janeiro and Paris. The techniques of this system in many forms have been used world wide for over twenty years.
It is used in schools, factories, day centres, community centres, with tenant's groups, homeless people, disabled people, people in ethnic minorities etc…- anywhere where there is a community which shares an oppression.
Adrian Jackson (translator) :Games for Actors and Non-Actors, Augusto Boal.

Forum and legislative theatre have been used as effective tools to debate and promote change and the techniques are often used by NGOs for capacity building and engaging communities in live discussion forums.

return to the summary page

Supporting resources
Playing a Part: Drama and Citizenship - (Danny Braverman) To be published Summer 2001, Trentham Books.
Games for Actors and Non Actors - (Augusto Boal) - a practical guide to implementing projects.
Playing Boal: Theatre, Therapy, Activism - (Edited by Mady Schutzman & Jan Cohen-Cruz)
The Rainbow of Desire - (Augusto Boal)
Theatre of the Oppressed - (Augusto Boal)

return to top of page

Project contacts
Danny Braverman: Associate Director (Education and Training)
Julia Samuels: Youth Projects Leader
Theatre Royal Stratford East,
Gerry Raffles Square,
London E15 1BN.
Tel: 020 8519 7842
Email: dbraverman@stratfordeast.com

Patrick Morgan: Tower Hamlets Schools Development Adviser. Mulberry Place,
5 Clove Crescent,
London E14.
Tel: 020 7364 4954/5

return to top of page

'Schools Youth Forum' Citizenship Through Drama