Therapeutic Theatre as a Process for the Inclusion of Students with Mild Dementia in Adult Community Education Courses
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| Title: | Therapeutic Theatre as a Process for the Inclusion of Students with Mild Dementia in Adult Community Education Courses |
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| Language: | English |
| Authors: | Jeffrey Bryant Jones |
| Source: | Australian Journal of Adult Learning. 2025 65(3):284-308. |
| Availability: | Adult Learning Australia. Office 1, Henderson House, 45 Moreland Street, Footscray VIC 3011, Australia. Tel: +61-3-9689-8623; e-mail: info@ala.asn.au; Web site: https://ajal.net.au/ |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Adult Education |
| Descriptors: | Theater Arts, Older Adults, Dementia, Creative Activities, Story Telling, Singing, Puppetry, Program Effectiveness, Community Education, Adult Education, Foreign Countries, Drama, Lifelong Learning |
| Geographic Terms: | Australia |
| ISSN: | 1443-1394 |
| Abstract: | This article explores a therapeutic theatre project facilitated by an acting educator and an older woman living with mild dementia in regional Victoria, Australia. The co-created process utilised improvisation, storytelling, singing and puppetry to present a performance outcome. A qualitative Participatory Action Research methodological framework was adopted to examine the case study. The educator's notes, video recordings of the performance and a post-performance interview were analysed. Eight themes emerged: Structures and Processes; Tools used in Therapeutic Theatre and Drama Therapy; Personal Issues; Others/Peers Involvement; The Educator/Therapist; The Performance; Contexts; and Learning. This article contributes further evidence that people living with mild dementia can continue to pursue their learning goals in short-term community education courses. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1490171 |
| Database: | ERIC |
| Abstract: | This article explores a therapeutic theatre project facilitated by an acting educator and an older woman living with mild dementia in regional Victoria, Australia. The co-created process utilised improvisation, storytelling, singing and puppetry to present a performance outcome. A qualitative Participatory Action Research methodological framework was adopted to examine the case study. The educator's notes, video recordings of the performance and a post-performance interview were analysed. Eight themes emerged: Structures and Processes; Tools used in Therapeutic Theatre and Drama Therapy; Personal Issues; Others/Peers Involvement; The Educator/Therapist; The Performance; Contexts; and Learning. This article contributes further evidence that people living with mild dementia can continue to pursue their learning goals in short-term community education courses. |
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| ISSN: | 1443-1394 |
