ETD Collection

Permanent URI for this collectionhttps://wiredspace.wits.ac.za/handle/10539/104


Please note: Digitised content is made available at the best possible quality range, taking into consideration file size and the condition of the original item. These restrictions may sometimes affect the quality of the final published item. For queries regarding content of ETD collection please contact IR specialists by email : IR specialists or Tel : 011 717 4652 / 1954

Follow the link below for important information about Electronic Theses and Dissertations (ETD)

Library Guide about ETD

Browse

Filters

2008 - 200912010 - 20191

Settings

Subject: search.filters.subject.Drama

Search Results

Now showing 1 - 2 of 2
  • No Thumbnail Available
    Item
    “Using Drama Therapy as a lens, what can we learn about the intergenerational effects of political violence in communities, even through socially constructed silence?”
    (2019) Songo, Nokuzola
    In this Performance Ethnographic study, personal narrative is used to trace and analyse the various faces of trauma and its complexity. This study physically takes place in KwaZulu-Natal and Gauteng, and through the mitigation of drama therapy the two geographical locations find an intersection and a language for healing. 18 young actors who live in Gauteng and are living under the shadow of a grossly violent South Africa embody the narratives from 21 mostly older people that survived political violence in Kwazulu-Natal over 20 years ago. The results indicate that even though people do not talk about the political violence, the next generation is not exempt from its traumatic burden. Using Drama Therapy tools, one begins to understand potential methods to navigate the silence with minimum exposure to traumatisation to yourself or your clients.
  • No Thumbnail Available
    Item
    Changing minds : Training educators to use drama as an alternative method for life orientation teaching
    (2008-11-11T12:21:29Z) Diemont, Alix
    South Africa’s education system has undergone substantial changes in the last ten years. The shift to Inclusive Education attempts to provide all learners, regardless of their disability, learning difficulty, or disadvantage with access to education (Department of Education1, 2001). Curriculum 2005, in the context of an Outcomes Based Education (OBE) philosophy was an attempt by the Education Department to address the inadequate ‘Bantu’ education of the past. OBE was intended to replace teacher-centred approaches by encouraging children to become actively involved in the learning process, to gain knowledge as well as skills, and to think independently and creatively (DoE, 1998b). School ‘subjects’ of the past were changed to ‘Learning Areas’ some undergoing dramatic shifts in content and teaching strategies. These new Learning Areas also emerged with alternative assessment practices. Life Orientation (LO) is one such learning area. Many educators were suddenly required to teach these new Learning Areas, despite having little or no training in them. As a result many educators experienced frustration with the demands now placed upon them, and some felt unable to teach effectively. This study used a qualitative actionresearch design to obtain an in-depth understanding of the educators’ capacities to change their teaching practices in their Life Orientation classrooms. Six educators in a public primary school setting participated in a series of workshops aimed to introduce them to drama methods to be used in their Life Orientation teaching. The workshops were highly experiential in nature and were designed with the specific personalities and needs of each educator in mind. The results of the research indicate that educators are highly responsive to training, provided that they feel acknowledged as individuals and provided that the training builds upon their current expertise rather than attempting to change their practices altogether. Another key finding from the training was the opportunity for the educators to engage in the training as human beings with their own difficulties and frustrations being openly acknowledged. Many of the educators experienced the workshops as therapeutic and reported that this made the training both useful and personally fulfilling.