Page 84 - Diversity in Action

Lorena Lazarić and Kristina Riman

ical principles underlying process drama and know how to apply them
in various educational contexts. This includes planning activities tai-
lored to the age, interests, and needs of the participants and clearly
defining learning objectives. Pedagogical sensitivity enables the facili-
tator to recognise potential challenges and provide support to partici-
pants throughout their learning process.
4. Leadership and encouragement skills. In process drama, the facilitator
does not assume the role of a traditional instructor but acts as a guide
who supports participants in creating and exploring the imaginary
world. This requires the ability to direct activities without imposing so-
lutions, leaving space for participants to engage in creative expression
and decision-making. The facilitator should encourage collaboration,
decision-making, and the exchange of ideas among participants.
5. Empathy. Process drama involves working with participants who may
have varying levels of confidence, creativity, and experience. The facili-
tator must be empathetic and sensitive to participants’ needs, creating
a safe environment where everyone feels included and respected. Un-
derstanding participants’ emotional reactions and providing support
in challenging situations are essential for effective facilitation.
6. Organisational skills. The successful implementation of process drama
requires thorough planning and organisation. The facilitator should
design the structure of activities in advance, define roles, and prepare
the necessary materials. Good organisation ensures a smooth flow of
activities and allows the facilitator to focus on interaction with partici-
pants.
7. Reflective skills. After each activity, the facilitator should assess what
worked well and what could be improved. Reflection on their approach
and participants’ reactions allows the facilitator to continuously en-
hance their ability to lead process drama. Additionally, reflecting with
participants can provide valuable insights into their progress and ex-
periences.

The facilitator of process drama plays a central role in ensuring the suc-
cess of activities and achieving educational goals. A combination of creativ-
ity, communication, pedagogical skills, empathy, and organisational abilities
enables the facilitator to create a safe, supportive, and inspiring environment
for participants. Through careful guidance and encouragement, the facilita-
tor helps participants develop linguistic, social, and cultural competencies
and engage in a meaningful and dynamic learning process.

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