Exploring young people’s aspirations through community drama

Figures & data

Figure 1. Session Plan.

Table 1. Extract from video analysis.

Video No.; Camera A video 2 (timeframe): Meaningful event: Group statues		Assessment of event ‘I feel/think … ’ or ‘The student seems to … ’	Reflection of event How can you see this response, emotions, engagement, interactions	Supporting text Transcription of clip
Description of the event, who was involved and what occurred		Interpretation of what occurred, taking into consideration the student’s perspective	Researcher’s reflective comments on the action	Extracts from the transcription
16:13	Skit 3: This depicts the bullying of young people who are involved in drama. The central character was shared by all members of group. Bullying was shown to be stopped by onlookers. Parents depicted to disown the central character. Friends supports and involved in celebrations when the character succeeds.	This group are the first to share the role of the lead character and support roles. Each ‘scene’ therefore has a different cast member acting as the lead. We have reflected previously that as a group this one seems much more balanced in development and rehearsal than others.	From the first scene it is clear that there is bullying behavior towards the central character, whose name is identified at the outset, presumably to ensure continuity and understanding when cast members switch roles. There is a wealth of emotion and noise is built quickly. A sense of explosion from the character and being overwhelmed, the impact that this treatment can have on an individual. Second ‘scene’ similar beginning – bullied, lots of noise, being circled by other characters. Drama is introduce here – ‘you are highlighting your script’, ‘give me back my script’. Called out for being a nerd. Then supporter arrives to challenge the bullies, gives them short shrift, but they don’t leave together. ‘Scene 3’ they have moved to what we assume is a home environment, with parents who challenge the fact that the young person has achieved a part in the school play. This is negatively received, with the parents voicing their own expectations around what aspirations should be for this young person. The scene results in the young person being disowned by the family.	Extracts from the skit: ‘You are not my daughter.’ ‘You disgust me.’ ‘I’m sick of you performing arts people.’ ‘I always knew there was something wrong with you performing arts people.’ ‘I’m sick of you people judging me for something that you probably couldn’t do.’ ‘Come here. Maybe you’re not so bad after all.’ Staged at awards ceremony for main character, ‘I want to thank everyone for coming here tonight. If it wasn’t for my best friends of all time who help me through a really dark place … Come on up. [Join celebration]’

Figure 2. What ‘aspirations’ means to you.

Figure 3. ‘Planting New Relationships’.

Figure 4. Knocking on the Door of Opportunity.