4-Power and Oppression Concepts

With this unit the work starts to focus more on Theatre of the Oppressed (Forum and Image Theatre) exercises-which will address the concepts of power, oppression and provide a solid understanding on these concepts to the participants as they are the key concepts in Forum Theatre. Nevertheless there will be still included some exercises from the general preparation-as the sessions will combine various elements. It is very important for the facilitator to be very clear on what oppression is and the relation with power in order to help the participants to understand them as well. As they are abstract concepts is very easy to deviate and to make them so relative in order to apply to everything-that’s why the way the session is constructed will allow time for participants to express their view on the concepts but also a clear definition format on it from the facilitator side.

Often the assumptions that people generally have on various terms can be very strong and could make the discussions little bit more difficult. The main problematic issues that arises from practice with different groups are:

• That people tend to think that having power is something bad/negative
• That oppression is anything depending from which angle you look at.

From the perspective of the authors of this manual and their partners is important to stress the followings:

• Power in itself it doesn’t have a positive or negative value but rather the way of using that specific power could be seen as positive or negative (that’s why in this unit participants will have the chance to explore various type of power and to reflect on what that means to them) Oppression is defined in the context of this manual as “abuse of power”.
• Oppression defined in this way can be applied to various dimensions of life and society and could be more concrete or more abstract: people could be oppressors, the system, political parties or the government, authorities, religion or religious figures, etc.

In Forum Theatre we want to focus on very specific and concrete forms of oppression, where the oppressor is portrayed by a concrete person that has a connection/relation with the oppressed person. There are many kinds of oppression around us but the reasons for focusing on the closest to our realities and our life oppression is because the change will start from here. Yes, the system could be oppressing but who represents the system? Who practices oppression? It is always a real person if you narrow it down, and this method wants to focus on this part of oppression. Same thing applies to the oppressed – it has to be a real person and not an animal or element of nature.

Somebody who has power is abusing it and exercises pressures of different kinds against another person. That person will not only feel powerless but also mentally or physically abused. Balancing the power distribution in this context will help reduce the oppression. Even if the oppressor is an “evil” person and with bad intentions, if people around him (the oppressed, his/ her allies or other neutral characters) get stronger and more powerful, the oppressor’s power will be reduced, the power distribution will be more balanced and his bad intention cannot come true or not have much impact on a more powerful structure of people.

When looking around (in societies close to us or far away) in order to identify oppression one main question arises that is important to reflect on: what is the reference point we use when we decide that somebody is oppressed or not?

Often, while conducting FT workshops in Europe, there were people that gave as an example of oppression: “Muslim women in Arabic countries who are oppressed to wear veils”. Who decides if somebody is oppressed? How do we know for sure those women feel powerless and abused? Based on what information do we decide some people are victims or not? It is very important to reflect on this and to be careful when we point fingers and decide to intervene in somebody else’s community and life.

In our work we focus on the oppression around us, from our life or communities, on which who except us is to say we are oppressed or not.

Structure of the unit

1. Introduction of the day (explaining the context and what will happen in this session)- 5 minutes
2. The apple in the tree-10 minutes
3. Stop and Action-10 minutes
4. Circle of statues-30 minutes (followed by a small energizer and/or break)
5. Power and more power (statues)- 40 minutes
6. What is oppression – discussion -20 minutes (followed by a small energizer)
7. Power and oppression (statues) – 30 minutes
8. Introduction of homework – 10 minutes
9. Final circle (evaluation, final announcements) -15 minutes

2-The apple in the tree-10 minutes

Aims – to physically stretch the participants, to work on their imagination and capacity of projecting themselves into another reality, to encourage them to zoom in on things and not to rush; to warm up the group for the day; (note: depending on the country in which you do this exercise you might choose another fruit more adequate for that specific place/country)

Description- Participants are asked to walk around the space in silence.

The facilitator introduces the group to another setting and asks them to follow the guidance (and at some point they will hear a clap-when they hear the clap they have to stop-freeze): Imagine you are now walking in a green field, there is fresh air and a blue sky, and you see a forest and you go closer to it, it looks so big with huge trees, as you come closer you realize it is in fact an orchard with all kinds of fruit trees; all your favorite fruits are here and they smell so good, you are enjoying their smell, their colour and you walk around more to see what other wonders are in this orchard; at some point you observe a huge 100 year old apple tree and it is full of fruits; the branches are almost breaking from the amount of fruits on them; they are all so big, and very ripe; immediately you feel attracted to the tree and you get closer but first you take your time and observe it, how many fruits you see in it, what colours, what flavours they send around; at one point you look up (at this stage the facilitator claps and the participants freeze).

While they are statues the facilitator explains that in order to get to that apple they will go step by step and each step will be directed by a clap; they are instructed to take a moment and look at that apple (the time frozen as well), they have appetite for it but now they are stuck in observation, they can’t wait to just grab it …at the next step they can stretch their arm and do their best to hold the apple, to stretch really hard and to almost grab the apple and freeze in that position.

Now once again their receive instructions, they are so close, very soon they will have the chance to take their first bite from the apple, they feel its texture – it is just the way they like it; next, they will hear another clap and they can grab the apple and take it down (not yet eating from it) and freeze; now the apple is in their hands, in front of them, is it the way they have imagined? Look at the whole fruit, smell it, analyse its texture, get ready to take the first bite-at the next clap they can finally bite from their chosen fruit, enjoy it and hopefully it is as they want it and now they are ready to come back to the working room.

Optional- you can do a repetition of the exercise – explain to the group that we will go again in the forest and now they can do their own imaginary movie but when they hear the first clap they have to look up and freeze, and then the next claps for the next moves: stretch the arm, grab the fruit, eat the fruit; and you can do it faster and faster.

3-Stop and Action – 10 minutes

Aims- to help the group focus, connect and be aware of each other and of the whole group, to stimulate the creativity and imagination, to warm-up and energize the group;

Description – The group is instructed to walk around, just to relax and observe a little bit the space then when the facilitator stops everybody has to stop and they receive at this stage the next instructions: everybody has stopped and now anybody from the group can start doing some sort of action (that requires that they move from the stop position-it can be anything that involves legs, hands, sounds as well-for example some sort of dancing, or jumping, clapping etc.)- when one person starts an action everybody else has to copy and do the same – at any time any person can decide to stop-when one person stops-all the others stop one by one until everybody is in the stopping position-at this stage once again anybody can start with an action.

There is no talking in terms of people announcing the group they stopped or they are doing an action-the group just needs to observe each other. Everybody stops then somebody can start an action, at which stage everybody copies (at this stage nobody else can start doing a new action)- if only one person stops – whenever somebody observes the person stopped they also have to stop. Only when everybody stopped – one person can start - not before. Stop and Action!

Option for advanced level- the group just walks and stops – no action required BUT they have to do it when the whole group is ready either to stop – either to walk – not one person to impose the speed and flow of the exercise. It is quite difficult, as they cannot talk and it is not easy to accommodate each person’s needs (especially if you have a big group) but you can give the challenge to a group that has already worked together and take it from there.

4-Circle of Statues – 30 minutes

Aims- to stimulate the group members to use their bodies to express various concepts; to expand the view and understanding of the participants towards different concepts; to define stereotypes and prejudices;

Description – The group is instructed that in this activity they will have to use their bodies to express certain concepts. They have a very short time to think about them so they should go ahead with the first idea that they associate with the word mentioned. Some of these concepts are more concrete, others more abstract.

They stay with their backs to the circle-the word is mentioned and the facilitator counts to 5 – at 5 everybody has to turn to the circle having the body posture (as statue) representing the word given by the facilitator. This activity can be a simple warm-up in terms of exercises using body (therefore the words used should be rather simple and impersonal like: worker, mother, volunteer, change, power, student, etc.). It can also be a stronger activity which will trigger a deeper discussion about stereotypes and prejudices (using words which can include different religious groups, nationalities, genders, sexual orientation, etc.).

Therefore it is in the hands of the facilitator to decide which approach to use based on the group profile and process so far as well as their learning needs.

The process should go like this-after each round the participants stay as statues and at the same time they have a look around and try to have a glimpse of how the others expressed the same concept. Additional questions could be addressed when they are not clear enough, or they are very abstract, also the people in the group can ask the ones that are the most triggering what they meant with their image.

All the comments and impressions related to their observations will be taken further in the debriefing part (so only after all the rounds of words have taken place). It’s advisable to use around 10 words, more or less. It’s good to have in a round of words concrete and abstract and among the abstract ones to include: change, power, powerless, abuse, etc.

Debriefing/Processing the activity (Suggestions of questions)

The simple version of the exercise

• How easy was it for you to find the image you want to show?
• What word was most challenging for you?
• Which trigger words had the biggest amount of similarities (in the group’s images) and which didn’t? Why is that so?
• If you had more time would you have a different image? Give examples.
• What impressions do you have from the activity?
• How can this exercise help us in our FT work?

The stronger and more complex version

• How did you feel during the exercise?
• What made you feel that way?

(If you decide to choose words representing people in the group (their religion, ethnic group, etc.) be ready for a more emotional reaction from the exercise and you can allocate more time for it in terms of people expressing how they feel and talking about it)

• Which trigger words had the biggest amount of similarities (in the group’s images) and which didn’t? Why is that so?
• How did you decide what image to show? Based on what? If you had more time would you show something different? Give examples.
• How much do you think this exercise reflects reality around you and people’s perceptions or views? Give examples. (Up to this stage people will be using words as stereotypes and prejudices in different ways-each person with their own understanding – even if not, you can continue as following)
• What do you think is the difference between stereotypes and prejudices? Give examples. Can you make a connection with the activity we did? (After a few people share their views it is important to intervene and clarify the concepts-either by agreeing with the people that talked accurately about it or by telling them the definition we use so we can have the same understanding in talking about these concepts.

In short: stereotypes are based on a brain function to manage reality by making categories of the information received from many channels – they are not good or bad in themselves -they are natural processes and they make it easier for the brain to process reality. (They can be modified if a person diversifies the types of experience and information they get on a specific issue).

Prejudices include a value (positive or negative) and it’s the next level from stereotypes. While stereotypes are a picture, an image, prejudices are the value allocated to it and the belief in it-which is often associated with the people belonging to that category even before an actual experience happened. (A person can voluntarily work on their prejudices by mental efforts if they wish to by constantly questioning their beliefs and opinions about other people or experiences)

• Could you give some examples from this perspective?
• Why is it important to talk about these concepts and how do they influence (if they do ) our work in Forum Theatre? How can it influence us as actors/team and the public perspective on what we present to them?
• What do we need to remind ourselves constantly about these things in order to have better control?
• Any other impression you have from the activity that you want to share with the group?

Energizer (something short-to change the rhythm and atmosphere a little bit before going into another serious discussion)

5-Power and more power-40 minutes

Aims- to stimulate the group to explore the complexity of the concept of power and what it means to have power; to expand participants’ understanding of power and its dimensions; to raise analysis, observation and critical thinking skills; to increase psychical endurance for staying in statues.

Description- The participants are introduced to the framework of this activity. It is explained to them that we will explore the concept of Power – a key concept in Forum Theatre.

Power being an abstract concept, people tend to have various understandings of it and this is what this specific session will focus on. At the same time the sessions will follow-up on previous sessions and continue to work with body expression.

For the beginning there are 3 objects in front of the group (on the floor) - for example a table, a marker, and mug. The group is invited to look at the 3 objects and to arrange them in such a way that according to them the marker has the biggest power. They can come one by one and make modifications in the configuration of the objects. After a person makes a configuration the group is invited to reflect and to express their opinion – if the marker has the biggest power in the image or not and why.

There is no aim in having a mutual agreement but only for the group to express their views and to stimulate the general group critical thinking. (This feature will be for the whole process in this activity). This part of the session is just for the warm-up of the process-after a couple of people make some changes and the group shares their opinions on it you can go to the next level. At this stage you can invite one volunteer to come on the stage and show power. The volunteer has to remain in statue while the group is going to share their view – if it has power and how they decided that /or if it doesn’t have and why as well. Another volunteer is invited to join the person already sitting in statue-the second person has to attach themselves to the statue (also as a statue) in such a way that it will express more power. The group is invited to tell their opinion – who has more power or not and why. A third volunteer also is invited…and so on.

• There are several approaches you can have now (depending on your time as well).
• You can always work with 3 people on the stage – so after the third one comes you can send the first back to the group – or the first 2 and ask again the group – you can make a couple of rounds like that in order to stimulate the group to come up with different types of power.
• After a few rounds of “people” power you can keep all the statues on the stage and all the time invite the group to volunteer to show MORE POWER – and the remaining to comment on it – and to do so until the last person attaches himself/herself to the group. – this approach is indeed the best in terms of exploring as many options as possible of types of power and what it means to have more power.

Debriefing/Processing the activity-Suggestions of questions

• What types of power did you observe in the activity?
• What are your impressions of what it means to have more power based on what you observed in the activity?
• What does it mean for you personally to have more power? How is this reflected in reality? Give examples.
• Having power is something bad or good? Based on what?

6-What is oppression – discussion -20 minutes

(This discussion can emerge naturally from the debriefing of the previous activity but it is mentioned as a separate activity in order for the facilitator to be aware of it and to make a clear switch in the discussion)

Aim – to clarify the concept of oppression for the participants, to explore the types of oppression that exist, to clarify the type of oppressions that we focus on in Forum Theatre;

Description- It has the format of a facilitated discussion in which at first the participants are invited to share their perspective and understanding, then the concept is clarified in the context of Forum Theatre.

The following questions are suggestions for how the discussion could be structured.

• What is your understanding of the concept of oppression? How do you use it if you use it?
• What is the connection between power and oppression? (Whether it is mentioned by the group at this stage or not, the facilitator has to clarify for the whole group the understanding of the concept in the context of Forum Theatre as abuse of power-see again the explanations from the beginning of this chapter)
• Based on this way of defining – which will be the reference point in our work with Forum Theatre - could you give examples of oppression? (people mention here aspects that are not so much of an oppression – you can intervene and ask those people to break down that example and to mention exactly who or what abuses power against whom?- the idea of this kind of intervention is more to actually stimulate the group to think things through and not to rush to put the label of “oppression” on anything. (At this stage there will probably be mentioned abstract and concrete types of oppression)

There are many ways of abusing power /oppressions and we can identify them in many life dimensions in our society – (….and you can mention again some of their examples) – Forum Theatre is a method which focuses on very concrete and real types of oppression, where we have a relation of some sort between the oppressed and oppressor.

Of course, more abstract examples related to media, system, etc-mention their examples) oppress in certain extended the people and the soeciety BUT with this method we will focus on the types of oppression that are very close to our realities (at home, at work, at school, in our neighbourhoods, at the hospital, etc.) to start the motor of change from here and of course in time this change process will influence how the system works or the media (or any other examples they mentioned as more abstract)

• Please give more examples of these types of oppression and mention clearly the relation between the oppressed and oppressor and how power is abused.

For the end you can repeat the main aspects of this discussion – defining the oppression, what types of oppression are explored in Forum Theatre and the group is informed that all these aspects will be followed up in the next steps in the process.

Energizer – something short to change the energy in the group and to make a transition to the next part of the session

7-Power and oppression (statues) – 30 minutes

Aims- to understand the difference between having power and oppressing; to interiorize a deeper understanding of the power and oppression concepts; to understand the importance of these concepts in the context of Forum Theatre work; to develop critical thinking;

Description – The group is instructed that in this activity they will follow up on the previous discussions on power and oppression to understand more deeply the link between them. Also in this session they will work with statues. Two volunteers are invited from the group in order to exemplify how the activity works. The volunteers are invited to take a position towards each other (they will have to remain as a statue) in which they have more power than the other person. So both of them remain frozen in a position in which they consider they have more power than the other person.

At this stage the group will be invited to look at the 2 statues

• What do you think is the relation between the 2?
• Where are they?
• Who has more power? (you can ask people to vote to have some statistics)-Why?
• Is the person (that the group mentioned has more power) oppressing the other person? If yes – why; if not - why? Connect their answers with the definition of oppression clarified before.

Ask the group to replace the person that has more power and to show oppression (and stop there as statue)- continue the discussion with the group

• Who has more power? Is there also oppression or not?
• How is the power distributed in this specific situation?
• Why does this happen in that specific situation?

Does this also happen in your communities?

• You can also ask the group to replace the person with less power and to show that he/she is oppressed and then discuss with the group.

Depending on your time you can also start all over from the beginning – with some new volunteers that will show more people than the others (that they are not oppressing – their aim is to show more power).

Debriefing/Processing the activity

• How clear is the difference between having power and oppressing for you? Can you give some more examples?

8-Introduction of homework – 10 minutes

Aims- to develop the interest of the participants in exploring and analysing social issues and problems in their communities; to develop their critical eyes in terms of spotting cases of oppression around them;

Description- It is explained to the participants that they are invited to take the further all the discussion and new learning from this session back to their lives and home. They will have homework until the next session. The task given is to observe the reality around them (at home, at work, at school, in the neighbourhood, etc.) and to take notes of their observations (it is recommended written or mentally) as they will be used in the next session on:

• How is power distributed around them? in various relations around them (including their own relations)- family, working, colleagues, neighbours, etc. and based on what they make those observations;
• What kinds of oppression exist around you? In which context and type of relations and how do you know that it is oppression? (it can as well be oppression in which they themselves are involved as oppressors or oppressed)
• Select the strongest and most important examples of oppression that you observed in your community and analyse how the power is distributed between the oppressor, oppressed and other people around that specific situation.

(Ideally around one week should be allocated for the group to work on their homework; if they have access to internet and they check it regularly you can also send them reminders and motivation during this time.)