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Theatre Arts for Advanced Secondary Schools

FOR ONLINE READING ONLY

Figure 1.2: Facilitators sketching a play

Rehearsal: This is the most enjoyable and disciplined part of the Theatre for
Development process. It is time for identified issues to be translated into a
performance. Facilitators and community members now become performers in
an agreed skit. Each performer is given a role to play. Members of community are
encouraged to take several roles to avoid surprises and disappointments in case
any member of cast fails to take part in the performance due to any unforeseeable
circumstance. Rehearsals should be made public to create room for comments
and criticism that will improve a performance under preparation. Days and time
for rehearsals should be convenient to all the participants. Facilitators should
let people be aware of a theatre performance schedule. They should also allow
people to exchange ideas, experiences and roles, as this will help them to sharpen
their skills and improve their understanding in creating critical awareness and
behavioural change, thus turning the process a learning experience.

Activity 1.10

Assume a role of a facilitator, then;
(i) Identify members from your class or school;
(ii) Identify and discuss the steps used in theatre creation process.

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