SEMINAR

Theatre as an Ally for Social Inclusion

Objectives

• Explore theatre as a tool for fostering social inclusion.

• Encourage creativity, empathy, and teamwork.

• Use theatre to address and resolve scenarios of exclusion.

Materials Needed:

• Open space for movement and acting.

• Post-it notes and pens for reflection.

• A flip chart or whiteboard for group reflections.

• Scenario cards (prepared in advance with diverse inclusion challenges or chosen from attachments, OPTIONAL).

Process:

1. Welcome and Introduction (10 minutes)

• Introduction to the Theme:

  • “Theatre has the unique power to put us in someone else’s shoes, making it a powerful method to foster inclusion and empathy.”

• Warm-Up Icebreaker:

  • "The Mirror Game" (5 minutes):

    • Pair participants and have them mirror each other’s movements. One leads, the other follows. After 1-2 minutes, switch roles.

2. Main Activity: Forum Theatre - "Breaking Barriers" (30 minutes)

• Divide Participants into groups of 4 personas (5 minutes):

  • Each group can create a scenario or receives one, which is depicting a social inclusion challenge (e.g., language barriers, discrimination, cultural misunderstandings, see attachments).

• Preparation (10 minutes):

  • Groups prepare a short improvised scene (2-3 minutes) where the challenge is highlighted but not resolved. Encourage participants to focus on realistic dialogue and actions.

• Performances and Interventions (25 minutes):

  • Each group performs their scene for the others. Facilitator freezes the scene.

  • After each performance, the audience discusses:

    • What caused the misunderstanding or exclusion?

    • What are barriers seen in performance.

    • How could the situation be resolved inclusively?

Audience give suggestion on how situation can be solved.

• Then audience is invited to intervene, new performance is played:

  • Step into the role of a character or add on a new character. 

  • New group discuss for a minute how to solve this problem, then incorporates the suggestions into the scene, replaying it with changes. At any moment if someone from audience wants to step in the performance, comes behind a person, he or she wants to change and touches the shoulder, previous actor go to audience.

3. Reflection, debrief and conclusion (7 minutes)

• Participants write their answers to the chosen questions from the following list on post-it notes:

  • What emotions did you feel during the activity?

  • What ideas brought this activity

  • What did you learn about inclusion through theatre?

• Participants put their post-its on a flip chart. Facilitator reads aloud given ideas. 

• Short discussion about previous experiences and tips for using method is given. 

• Sum up the main aspects from Forum theatre method:

  • Forum theatre begins with a short performance, either rehearsed or improvised, which contains demonstrations of social or political problems.

  • The play is then paused while the audience is asked for its opinion on how things could be changed to remove this injustice. 

  • The scene is then re-enacted with audience participation on the stage/

Personal reflection as facilitator:

• Problems that occurred:

  • Participants enjoyed their roles “too much”

  • Waiting for groups to have a decision on final performance

  • Not deep enough reflection and debriefing because of time limit.

• Tips what to do differently for a better improvement:

  • Have agreements with acting group for a visual sigh when to “freeze” the performance.

  • Remind that they need to solve the trouble not to continue on exclusion situation.

  • Better encouragement for participants to act for changes.

  • Plan a group discussion in smaller questions about personal learning outcomes.

  • Have music for preparation time and waiting time for group to finish discussion.

  • Have a good way to measure time and follow time schedule.

 

Here are some detailed ideas for scenario cards, each addressing a different aspect of social exclusion. These can be adapted or expanded based on the participants' backgrounds and the workshop’s focus:

 

 

Scenario 1: Language Barrier

Situation:
A new student joins a community language class. They speak very little of the local language and struggle to follow instructions. Other students in the class avoid talking to them because they are frustrated with the communication gap.
Key Elements:

• The new student feels isolated.

• The teacher doesn’t know how to address the situation.

• Other students are divided—some want to help, others remain indifferent.

 

 

Scenario 2: Stereotyping and Prejudice

Situation:
A youth center is organizing a sports event, and a teenager from a minority background is interested in joining. However, other participants assume they won't be a good fit because of stereotypes about their background. The teenager overhears a discriminatory comment and decides to withdraw.
Key Elements:

• The teenager’s perspective (feeling excluded).

• The group’s dynamics, including those who made the comments and others who might disagree but stay silent.

• The organizers’ role in addressing the situation.

 

 

Scenario 3: Disability Inclusion

Situation:
A young person with a mobility impairment joins a theatre workshop. The activity planned requires a lot of physical movement, and the facilitator does not adapt the tasks. The participant feels left out, and others in the group are unsure how to engage with them.
Key Elements:

• The experience of the participant with the disability.

• The facilitator’s struggle to modify the activity.

• The group’s reaction—some are empathetic, others avoid engaging.

 

 

Scenario 4: Cultural Misunderstanding

Situation:
In a mixed-nationality youth camp, a participant wears traditional clothing as part of their culture. Some participants mock the outfit, while others avoid talking to them, assuming they won’t share common interests.
Key Elements:

• The individual’s feelings of exclusion and misunderstanding.

• The group’s mixed reactions—mockery, avoidance, or indifference.

• Potential opportunities for dialogue and understanding.

 

 

Scenario 5: Economic Exclusion

Situation:
A group of friends is planning an outing. One participant, who comes from a less privileged background, doesn’t have the money to join but is too embarrassed to admit it. They suggest doing something less costly, but the group ignores their suggestion.
Key Elements:

• The individual’s internal conflict about speaking up.

• The group’s lack of awareness or unwillingness to compromise.

• How this situation creates feelings of exclusion.

 

 

Scenario 6: Gender Identity and Belonging

Situation:
A non-binary youth joins a local activity group. The facilitator keeps misgendering them, and some group members make jokes about their identity. The participant feels uncomfortable but doesn’t know how to address it without creating tension.
Key Elements:

• The participant’s feelings of invalidation.

• The facilitator’s role in setting the tone for the group.

• The group members’ behavior—some joking, some uncomfortable but silent.

 

 

 

Scenario 7: Intergenerational Conflict

Situation:
A group is discussing plans for a community event. A younger participant suggests using social media for promotion, but older members dismiss the idea as unnecessary. The younger participant feels their contribution is undervalued and stops participating.
Key Elements:

• The younger person’s perspective (frustration and exclusion).

• The older group members’ reluctance to change.

• The dynamic between different generations in collaborative spaces.

 

 

Scenario 8: Mental Health Stigma

Situation:
A participant in a workshop openly shares that they have anxiety and might need breaks during the session. Some participants react with discomfort or dismissive comments, and the facilitator doesn’t address this.
Key Elements:

• The participant’s vulnerability and courage to share.

• The group’s mixed reactions—supportive, dismissive, or neutral.

• The facilitator’s role in creating an inclusive environment.

 

 

Scenario 9: Social Media and Exclusion

Situation:
A youth group plans to create a social media campaign. A participant is not active on social media and feels left out when decisions revolve around online strategies they don’t understand. Others unintentionally dismiss their contributions.
Key Elements:

• The participant’s feelings of exclusion.

• The group’s lack of awareness about differing digital access and skills.

• The potential for bridging the gap in understanding.

 

 

 

Scenario 10: Religious Practices and Respect

Situation:
During a community meal at a workshop, a participant requests a separate dish due to dietary restrictions based on their religious beliefs. Others in the group make joking remarks about it, creating an uncomfortable atmosphere.
Key Elements:

• The participant’s experience of being singled out.

• The group’s mixed reactions—some laughing, others feeling awkward.

• The facilitator’s potential role in addressing the situation.

 

 

These scenarios highlight diverse challenges related to inclusion, allowing participants to empathize with different perspectives and practice finding creative solutions.

 

 

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