Theatre in education assignment

The most effective, thus monologues should be based on clear, strong messages. Monologues are usually followed by hot seating, which allows the actor to answer questions in role. As in all types of TIE this requires skilled facilitation. 3)Truth-seating and hot seating Hot seating and truth seating use similar techniques of questioning actors in role. When in the truth seat, the character must speak the truth, this particularly effective when dealing with feelings. At any time the audience can tap the character on the shoulder and freeze- frame the action.

The character must then tell the truth about what they are feeling at that moment. In hot seating, the actor/actress stays in character and answers questions in role which include responding according to the situation they are in, but not necessarily telling the “ truth”. 4)Freeze framing The action is stopped at any given point by a facilitator or audience in order to ask question, for discussion, or to explore alternatives. Theatre in education works on a fundamental level because it is interactive.

The value of TIE Research shows that it effective in meeting young people’s interest involvement. Among the benefits of active learning methods are 1)They can be successfully used with groups of all ages and abilities. 2)Children, young people and adults find them enjoyable. 3)Pupils have to respond to content as well as to the values, feelings and opinions of others. 4)Different life experiences are acknowledged and explored. 5)Empower children and young people. )Offer a positive and open view of sex and sexuality, and support sexual self acceptance. 7)Reinforce value. 8)Focus on risk reduction. Results of TIE 1)Increasing knowledge 2)Influencing attitudes 3)Influencing behaviour 4)Cost effectiveness TIE and drama provide a “ safe “ environment in which the de-persolisation of issues and situations may allow for greater depth of discussion by the young people. Indeed teacher often comment after performance on quality of discussion and the level of contribution made by those normally hard to engage.

The difficulty lies in assessing how much of that thinking is transferred back to their own attitudes and behaviour. REFERENCES EPSKAMP K , THEATRE FOR DEVELOPMENT. AN INTRODUCTION , APPLICATIONS AND TRAINING, ZED BOOKS LONDON 2006. WHAT IS THEATRE IN EDUCATION? Theatre- education . co. uk/what ??? is-theatre-in ??? education THEATRE IN EDUCATION-ACTS ON INFO THEATRE COMPANY theatre-education. co. uk THEATRE IN EDUCATION BY CHRIS HASTINGS www. fortunecity. com/millenium/garston/49/hrhl/html THEATRE IN EDUCATION(TIE) ACTING POSITION www. acle. org/index. php/theatrino. html