志异 Draft by Drama box december 2013 (english) | Page 51

gapore
oma in Applied
ology programme
e project. Their
assisting in the
ing some of the
derly, as well as
uction roles. There
to eight students

cilitator, the whole
week, for 2 hours,
ns closer to the

main goals for
rst was to allow
s to share and
mories with each
p of young people
audience of
nd was for the
a different form
d express their
I also hoped that

the students could make links
between the seniors’ memories
and their own narratives.
The two projects had similar phases.
The ?rst phase, lasting three to four
weeks, consisted of chit-chat sessions
where the elderly chatted about the
chosen topic. The second phase was
one of consolidation and devising.
The students and I would consolidate
similar threads emerging from the
chit-chats and look out for different
possibilities of exploration. The
subsequent devising sessions
consisted of drama games, activities
and more sharing. At the end of this
phase, the script would then be
written. The ?nal phase included
rehearsals and the performance.
Through the different phases and
spaces of the project, memories
were triggered, surfaced,
excavated, and possibly remoulded, merged, embellished

and distorted. Before I discuss how
these may happen in the different
phases of the project, I would ?rst
like to explore the concept of space.

–
our history as
we know it is built
on memories and
by extension, so
will our present
and future.
–