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Theatre Arts for Advanced Secondary Schools

Theatre for Development process
There are various forms of artistic communication associated with Theatre for
Social Change. One of these forms is Theatre for Development. The process
of TfD has a number of stages designed to involve members of a community
to identify and understand their problems, analyse their challenges, create a
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theatrical performance and package it with content, based on issues concerned.
The process involves ten (10) steps which are preliminaries, familiarisation, data
collection, data analysis, theatre creation, theatre performance, post-performance
discussion, action plan, taking action as well as monitoring and evaluation.
Preliminaries
This is the first stage to which facilitators are required to come up with a plan
for their workshop. The plan must include selecting project area, scheduling
activities, budgeting for a whole workshop, asking for funds and taking care
of necessary details. This includes introducing a facilitation team to regional
and district authorities, to which TfD exercise will be conducted, submitting
credentials and all permits to local authorities.
Familiarisation
At this stage facilitators familiarise themselves with targeted community and its
environment. This stage is associated with establishing an intended workshop. The
workshop normally takes place in communities where facilitators and community
members do not have so much knowledge about each other. That being the case,
there is a need for both sides to get to know each other better so as to reduce a
social gap between them. This is done by a facilitation team visiting a community
and socialising with the members of that community through various activities
such as sports, games, songs and dances. Familiarisation enables workshop
facilitators to have a better understanding of the people and their community
at large. This understanding simplifies identification of the roots of problems
facing that community. The understanding of the community is a foundation in
identifying which problem must be given the utmost priority.

Activity 1.7

Walk around your school and ask your teachers and fellow students about
issues that hinder academic performance of the students, then;

(i) List all issues mentioned by your respondents;
(ii) Tally and record number of mentions for each issue;
(iii) Arrange the issues mentioned from the most to the less mentioned.

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