.: BRYAN DERRICK :.

Theatre of the Oppressed workshops
Identify : develop : facilitate : resolve

Theatre of the Oppressed workshops were born through the process developed by the Theatre of Transformation Company. Using the same methodology these workshops are becoming and important part of group development, conflict resolution and effective goal setting among all levels within Educational Institutions.

Theatre of the Oppressed Workshops specifically target the needs of your group and the individuals within it by using specific techniques designed to meet the following outcomes:

1. Identity and create resolution for issues and conflicts
2. Facilitate innovative and empowering communication skills
3. Develop positive and productive learning environments
4. Enhance levels of self-esteem among individuals and the group
5. Gain a greater understanding about the world of students and staff with whom you work
6. Develop the ability to reach even the most difficult people
7. Create challenging, fun-filled and absorbing communication events for staff and students

Booking are now being taken for 2006. If you have recently been involved in our workshops I encourage you to secure your date early so that it fits in your planning. Please complete the form and return.

If you would like more information or to confirm a no obligation consultation of how the Theatre of the Oppressed workshops can further meet your required needs please call 0412 05 05 07 and I would be more than happy to arrange a time.

The brochure below gives information about upcoming workshops.
Click here to download the application form below.





	Theatre of the Oppressed workshops Identify : develop : facilitate : resolve Theatre of the Oppressed workshops were born through the process developed by the Theatre of Transformation Company. Using the same methodology these workshops are becoming and important part of group development, conflict resolution and effective goal setting among all levels within Educational Institutions. Theatre of the Oppressed Workshops specifically target the needs of your group and the individuals within it by using specific techniques designed to meet the following outcomes: 1. Identity and create resolution for issues and conflicts 2. Facilitate innovative and empowering communication skills 3. Develop positive and productive learning environments 4. Enhance levels of self-esteem among individuals and the group 5. Gain a greater understanding about the world of students and staff with whom you work 6. Develop the ability to reach even the most difficult people 7. Create challenging, fun-filled and absorbing communication events for staff and students Booking are now being taken for 2006. If you have recently been involved in our workshops I encourage you to secure your date early so that it fits in your planning. Please complete the form and return. If you would like more information or to confirm a no obligation consultation of how the Theatre of the Oppressed workshops can further meet your required needs please call 0412 05 05 07 and I would be more than happy to arrange a time. The brochure below gives information about upcoming workshops. Click here to download the application form below.

	On Site Student Workshops Aims of these workshops: 1. To challenge, support and develop the personal and social empowerment of young people. 2. To examine, through theatre, issues perceived to be oppressive among the young people in your school and young people in the wider community. 3. For example to: (A) Ascertain the level and (B) Raise awareness of discriminatory attitudes and behaviour leveled at same-sex-attracted young people in the school and the wider community. The participants Volunteer students from years 9, 10, or 11 If in the latter half of the year then year 8 students generally do well. Liaison It is absolutely essential that close liaison occurs between Bryan Derrick, the director and the support staff of the College Institution where the project is in operation. For all performances to students or adults, it is a requirement that identified support counselors are in attendance for referral and or support. Outcomes for participants Enhanced self esteem Renewed optimism Improved quality of relationships:Peers, Family, Workplace, Student–Teacher. Improved academic performance. Greater overall contribution levels in the school environment. Broadened learning perspectives Lasting communication skills:Theatre, Public speaking, Debating, Listening and comprehension, Improvisation, Working with a group Altruism /an articulated social conscience The comprehension of social and personal problems and empowerment to search for their solutions. The Process 1. Meeting leadership personnel and co-ordinators. Addressing interested and/or relevant staff. 2. Establishing a “Driver” within the college to disseminate information to staff. 3. First address to a year 9, 10 or 11 college assembly to outline in broad brush strokes what the project entails and an invitation to join is presented to all students. 4. Same day as #3 A more detailed information session follows,( question and answer) for initially committed and interested students. Attendance for some will undoubtedly be motivated by the prospect of being out of class for a period of time. Interest is generally very keen and the numbers are reduced to between fifteen and twenty through a simple and painless process. 5. A draft list of fifteen to twenty interested and committed students is confirmed to staff. 6. Information about the project is prepared and communicated to the parents of these students to obtain relevant permission and support. Permission letters to parents/guardians and Proforma letters by students to teachers/staff are supplied for adaptation by the college/school. 7.First meeting of all participants. The numbers often reduce from the initial meeting. Actual numbers and names are correlated with permission forms. Rehearsal time frames and performance schedules are established. Daily schedules for breaks are decided. The rehearsal schedule of five full days commences. Verbal progress reports from the director available to staff throughout the rehearsal process. The rehearsal guidelines Five normal school days Preferably in the performance space Quiet space away from distraction and observation by other students. Warm (if cold weather) Air conditioned (if hot weather) Carpeted Casual comfortable clothing girls, slacks, track-suit pants, jeans. Skirts or dresses not to be worn. One standard classroom chair for each performer. Interested staff are very welcome to “drop in” and support the students during rehearsals. Day 1 Games Stories Theatre techniques Masks Props Discussion of oppressive situations,What outcomes could transform situations Examining marginalized groups most at risk of oppression Sources of oppression for young people What makes you depressed? Day 2 Musical performance Improvisation techniques and games Improvised scenes around chosen themes Collating and assessing scenes Debriefing Day 3 Warm-up games Music Personal stories as they relate to themes Improvised scenes relating to themes Collating and assessing scenes Debriefing Day 4 Draft 1 of a running order presented to performers Discussion of draft Warm-up games Continuing improvised scenes Collating and assessing scenes Debriefing Day 5 Draft 2 of running order presented Discussion Additions, deletions, recommendation for new scenes yet to be rehearsed Final scenes rehearsed Collation Group finalizes running order Debriefing Preparation of the performance space The Performances Requirements Ideal audience size: 20 – 40 Performing space Able to be darkened Warm Carpeted Quiet and away from distraction Neutral space at the college Performers to wear all black attire one standard classroom chair required for each performer. Audiences Peer groups. The group can perform to audiences of any year levels. Primary classes Teachers. A performance to staff of the college can take place generally after school hours Parents. A performance can and should be presented to the wider community of parents, friends of the students, youth workers, carers and members of other agencies. Issues often presented Peer pressure for sex Gambling Family violence Same sex attraction Academic performance Abuse of authority Breakdown in communication Dealing with teenage pregnancy Body image/ anorexia/ bullemia School staff attitudes Father son relationships Mother daughter relationships Blended families/ step parents Violence Dealing with male emotional issues Self esteem Women in society Global issues The Audience Interaction While the audience is invariably touched, moved and inspired by the power of the performance, the interaction process that follows is quite extraordinary in its impact. This section of the work is always conducted by an experienced facilitator. Discussion is invited from the audience following the performance about the impact of the work and the issues that have arisen. The audience is instructed in the process of requesting to revisit a scene, stopping the scene and entering the performance space. The process begins. The first intervention can be slow in coming, but once the audience sees that this approach is non-threatening and supportive, the interventions are amazing. Discussion of each intervention follows and the process continues until the designated end of the session. The Debriefing Process A return visit by the director, Bryan Derrick preferably on the day following the final performance to meet with the performers, with support staff in attendance. A follow up visit approximately one week later to spend time with the performers and monitor their adjustment to life “Back in school”. Possible invitations to interested members to participate in further work for presentations to conferences and other relevant and significant events. establishing on going links between performers and significant staff for continued support presentation of a written report. For more information, contact Bryan Derrick on 0412 05 05 07 or email to bryan@bryanderrick.com