Forum theatre as a pedagogical method

by using pedagogical methods like art based methods

Social :
societal
collaborative work
communication

Pedagogical:
theory about education
educational methods, e.g. art-based methods

Right to participate in cultural life
Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts and to share in scientific advancement and its benefits.

of the world and active action for social change
to create different solutions to conflicts from perspective of suffering person
participation and involvement and dialog
To support critical attitude
All people are active actors

different perspectives
alternative
possibilities

Trustfulness, Non-judgement, Respect, Openness, Honestly, Voluntarily
Choosing the theme that includes problem
Story telling about the chosen theme
Including start, middle and end. True story that you are involved in
3 min / person
only for the pair (one tells and another listens)
The pairs tells for all one word that expresses the story she/ he just heard by the storyteller. The words will be written on the wall for all
Bridge work: Human sculpting: Complete the image by using the words of the former exercise in groups of 6 members.
Make images about the chosen problem and another image when the problem is gone or a bit solved from the viewpoint of the suffering person. Showing the images to others and reflection about realism, reasons, possibilities in real life.
Your own first positive step that you could do for the solution: reflection by painting and explaining in the small groups

Polina, Daniil Nazarov + Teacher mentor Kati Vapalahti
2. Teemu Turunen, Veera Ilvonen, Levonen Tarja, Oxana Bazenyuk, Alisa Slavskaia, Darya Polshvedkina + Teacher mentor Sari Miettinen
3. Inkeri Autio, Anu Sopanen, Lindbhom Niina, Vlada Bulat, Valeria Edrikova, Tatyana Tyarasova + Teacher mentor Katri Schadewitz
4. Siiri Mänttäri, Virve Linnanen, Paavolainen Nina, Maxim Dumin, Andrey Milovidov, Anna Astanina + Teacher mentor Tuija Suikkanen Malin

emptinesses that fill the emptiness (vacuum) that exists between one human being and another. Words are lines that we carve in the sand, sounds that we sculpt in the air. We know the meaning of the word we pronounce, because we fill it with our desires, ideas and feelings, but we don’t know how that word is going to be heard by each listener.
IMAGE THEATRE is a series of Techniques that allow people to communicate through Images and Spaces, and not through words alone.”
(Augusto Boal, Rio de Janeiro 2004)

action
Significance
Motives
Oppressed person
Slow progress

people to try different solutions and to participate
Make questions for reflecting of ideas
Is a critical voice; doesn’t allow unrealistic solutions

the oppressed person?
What would s(he) wish?
Did (s)he get what wished?
Why s(he) didn’t ?
What could s(he) do?

Oppressed Active, empowering model for learning according to Paolo Freire https://www.youtube.com/watch?v=hMhumwBVwzU

Support to be independent and critical
Subject-subject –relationship
All people are active actors
Dialog
Collaborative negotiation
All kind of knowledge is valuable

London: Routledge.
Boal, A. 1995. The Rainbow of Desire. The Boal Method of Theatre and Therapy. Lon-don: Routledge.
Freire, P. 1972. Pedagogy of the Oppressed. New York: Penguin Books
Hannula, A. 2009. Vapauttavat yhteisölliset käytännöt: Pula!-ooppera ja Camera Obscura –hanke. Teoksessa K. Filander ja M. Vanhalakka-Ruoho (Toim.) Yhteisöllisyys liikkeessä. Aikuiskasvatuksen 48. vuosikirja. Jyväskylä: Kansanvalistusseura ja Aikuiskasvatuksen Tutkimusseura, 353─374.
Hämäläinen, J. & Kurki, L. 1997. Sosiaalipedagogiikka. Helsinki: Wsoy.
Hämäläinen, J. Luento Kuopion yliopiston sosiaalityön ja sosiaalipedagogiikan laitos, 2004
Kurki, L. (2002). Persoona ja yhteisö. Personalistinen sosiaalipedagogiikka. Jyväskylän yliopisto. SoPhi.
Kurki, L. (2000). Sosiokulttuurinen innostaminen. Tampere: Vastapaino.
Ranne, K. 2002. Sosiaalipedagogiikan ydintä etsimässä. Sosiaalipedagogiikka suoma-laisten ja ruotsalaisten asiantuntijahaastattelujen sekä dokumenttien valos-sa. Turun yliopisto
Rohd, M. 1997. Hope is vital. An interactive Theatre and Community Dialoque Training Manual for Educators, Youth, Community Workers and Artists. Owings Mills: Monistemuotoinen oma kustanne.
Vaplahti, K. 2005. Sosiaalipedagogista ajattelua kouluun? Jyväskylän yliopiston kasvatustieteen laitos: Progradu tutkielma
Värri, V-M. 1997. Hyvä kasvatus - kasvatus hyvään. Dialogisen kasvatuksen filosofinen tarkastelu erityisesti vanhemmuuden näkökulmasta. Tampere: Yliopistopaino

13.3.2018