KCP SCHOOL 

 
 
 
 

A.C.C.T.I.V 
APPLIED CHARACTER COUNTS THEATER IMPLEMENTATION 
VENTURE 
 
 
 
ETHICAL VALUES THROUGH THEATER 
 
 
BY 
 
 
ITALO LAMBOGLIA 
 
 
 
MARCH 2019 
 
 
 
 
BARRANQUILLA, COLOMBIA 
 
 
 
TABLE OF CONTENTS 
 
 
1. THE PURPOSE 
2. THE GOALS 
3. THE KEY WORDS 
4. THE SKILLS 
a. Social   
b. Conceptual    
c. Contextual    
d. Social 
e. Judgement 
f. Moral Motivation-Conformation Of Identity 
g. Moral Character 
h. Dramatic Form  
5. SOCIAL EMOTIONAL LEARNING 
a. Motivation 
b. Self Regulation 
c. Self Awareness 
6. EMPATHIC RELATIONSHIP COMPONENTS 
a. Empathy  
b. Tolerance  
c. Effective Communication 
d. Critical thinking 
7. THE THEATER DYNAMICS 
8. T​ HE SUPPORT TEAM 
9. THE STEPS   
10. THE ACTION 
11. THE TOOLS     
 
   
   
A.C.C.T.I.V   
APPLIED CHARACTER COUNTS THEATER IMPLEMENTATION VENTURE 
 
THE PURPOSE  
To impart ethical values through various theater implementation activities.  
 
THE GOALS   
● Stimulating constant and active implementation of Ch. Counts values. 
● Improving children’s intrapersonal socio-emotional learning skills. (SEL) 
● Enhancing students interpersonal empathic relationship components 
(ERC) 
● Promote reflexive efficient and non aggressive problem solutions. 
● Embolden reconciliation processes and conflict resolution by way of 
moral values within cross-curricular pedagogy.  
● Achieving proper and just classroom environment. 
 
THE KEY WORDS 
Sensibilize /Restore /Engage /Emotions /Ethical Values /Moral Awareness/ 
Humanism /Healing /Transformation /Cooperation /Conflict Resolution/ 
Reflection /Analyze /Involve /Expose /Enquire & Question /Facilitation/  
 
THE SKILLS  
  
MEDIATION  
Students will learn to accept, debate, negotiate and respect others’ opinions 
and points of view. They will acquire the ability to coexist with differences by 
compromising and assimilating opposite views politely.  
 
CONCEPTUAL    
Students will tune up their sensitivity and awareness towards discovering 
practical and informal paths to solving conflicts and problems fairly. 
 
CONTEXTUAL    
Students will develop the skill to process new information and 
understand it within their own terms of reference, and in accordance 
with their own previous experiences. 
 
SOCIAL 
Students will increase their ability to interpret situations taking into account 
how they can affect third parties, evaluating their effects, causes and their 
consequences, becoming aware of the existence of the moral dilemma. 
 
JUDGEMENT 
The ability to discern which actions could be justified in the moral sense. 
 
MORAL MOTIVATION-CONFIGURATION OF IDENTITY 
The degree of commitment to adopt a certain procedure, giving prevalence to 
moral values ​above others and subsequently assuming responsibility for 
consequences. 
 
MORAL CHARACTER 
To persist until the end with courage and resilience in a moral commitment. 
 
DRAMATIC FORM  
Students will learn to discern and associate art, ludical and oneiric 
languages in order to increase their aesthetic sensibility. 

S.E.L SOCIAL EMOTIONAL LEARNING 

● Motivation.  
● Self Regulation. 
● Self Awareness. 
 
E.R.C EMPATHIC RELATIONSHIP COMPONENTS 
 
 
● Empathy: Ability to understand the needs and interests of the 
people with whom you interact. 
● Tolerance: Ability to understand and express verbal and 
nonverbal perceptions and emotions when experiencing 
differences during interaction with others. 
● Effective Communication: Ability to transmit messages that do 
not transgress the integrity of the other. 
● Critical thinking: Ability to recognize own needs and interests. 
 
THE THEATER DYNAMICS   
A tool box of assorted theater based activities devised for various 
pedagogical outcomes. 
 
● Within the protective arena of Theater Dynamics, fantasy and make 
believe become the opportunity for a momentary representation of real 
life. 
● These representations can aid counselors, teachers and facilitators to 
gain access to children's tension areas in order to bridge reality with the 
realm of fiction thus enabling all parties to rectify, complement and 
support the student’s understanding of themselves, others and their 
surroundings. 
● Theater Dynamics can act as a playing ground through which children 
are able to encounter both, real and make believe scenarios. 
● These sequence of events, serve as tools that can foster inquiring 
questioning regarding conflicting actions and situations and their 
consequences, while still in the safe haven of fiction. 
● Nearing the conclusion, Theater Dynamics conceive a crucial moment 
for the all participant’s reflections to be revealed in order to achieve 
both individual and collective critical analysis. 
 ● This moment of contemplation is essential for the possibility of 
rectification, reparation, promise of non repetition and relief to occur. 

THE SUPPORT TEAM

Multi-disciplinary support group comprised of SS staff members including: 
Counseling Dept representative, the Classroom Teacher and the Theater 
Dynamics facilitator under the principal’s supervision. 
 
THE STEPS 
● Address conflict or stress situations that affect classroom, teacher and/ 
or students relations. 
● Conceive the appropriate Theater Dynamics tool(s) and outline(s) to be 
used.  
● Develop the means, space, duration, frequency and details by which the 
tool will be applied. 
● Implement and take action.  
● Summation of events and results achieved. 
● Control of expectations and accomplishment evaluation. 
 
THE ACTION 
1. Classroom teachers, students and or counselors identify a conflict. 
2. ACCTIV TEAM conceives a script based on conflict situation. 
3. Students are briefed on the main idea and receive their characters. 
4. Script is played out until conflict appears. 
5. Facilitator intervenes and addresses the situation neutrally. 
6. Students in the audience are asked to describe the situation. 
7. Audience is prompted to seek optative solutions. 
8. Group should arrive at a collective agreement on the best outcome. 
9. Scene should be re-staged by the same group beyond the conflict point. 
10. Proposed solutions should be implemented to correct conflict.   
 
 
 
THE TOOLS

PROCESS DRAMA 
Process drama is a dynamic teaching methodology in which the teacher and 
the students work together to create an imaginary dramatic world and work 
within it to explore a particular problem, situation, theme, or series of related 
topics, not for a separate audience, but for the benefit of the participants 
themselves. 

FORUM THEATER 
Forum theater begins with the crafting and performance of a short play that 
dramatizes real situations faced by the participants and that ends with the 
protagonist(s) being oppressed. After the first performance, the play or scene 
is repeated with one crucial difference: the spectators become “spect-actors” 
and can at any point yell “freeze” and take the place of an actor to attempt to 
transform the outcome. Forum theater is an exercise in democracy in which 
anyone can speak and anyone can act. 
 
PLAYBACK THEATER 
In a Playback event, someone in the audience tells a moment or story from 
their life, chooses the actors to play the different roles, and then all those 
present watch the enactment, as the story "comes to life" with artistic shape 
and nuance. Actors draw on non-naturalistic styles to convey meaning, such 
as metaphor or song. 
 
 
 
 
 
 
 
 
 
 
 
THE EXPERT’S VOICES 
 
“Act in order to transform.” 
Paulo Freire 
 
 
“Theater acts as a safe haven where “make believe” offers a sense of safety, while reality 
and its dangers are suspended, therefore empowering creative understanding; 
Something vital for problem solving and conflict resolution.”     
​
Sylvia Motta   
   
“Of all the arts, drama involves the participant the most fully: intellectually, emotionally, 
physically, verbally, and socially. As players, children assume the roles of others, and 
they learn about becoming more sensitive to the problems and values of persons 
different from themselves. At the same time, they are learning to work cooperatively, for 
drama is a communal art; each person is necessary to the whole.” 
​
Nellie McCaslin 
Creative Drama in the Classroom and Beyond 
 
“Researchers in the fields of psychology and neuroscience have demonstrated that, when 
strong  emotions  are experienced, the events associated with these emotions will be more 
accurately and readily remembered than more emotionally neutral experiences.” 
​
Berry, Schmied & Schrock, 2008; Buchanan 
 
“Drama  is  holistic  in  its  educative  effect.  As  a unity of imaginative thought and dramatic 
action,  it  produces  positive  changes  that  transform  the  way  we  think,  the  way  we  learn 
and  feel,  and  our  moral  and  ethical  attitudes,  and  it  can  result  in  a  change  of 
consciousness.”   
​
Richard Courtney 

 
“We  can  use  drama  to  create active and realistic models of human behavior experienced 
at  first  hand  within  classroom,  to  explore  safely  how  people  behave  in  any  human 
context,  within  or  beyond  the  children’s  real  experience,  all  over  the  world  and  through 
history.” 
​
John O’toole and Julie Dunn 
 
“Role  playing  fosters  insight  into  different  perspectives  and  promotes  genuine  open 
mindedness,  discourages  hasty  and  superficial  problem  examination,  facilitates 
construction  of  more  fully  elaborated-and  frequently novel-problem models, discourages 
belief  rigidity,  encourages  cognitive  and  personal  flexibility,  practices persistent probing, 
engaged  examination  of  an  issue  in  alternation  with  flexible  relinquishment  and 
reflective distance.”       
John Saldaña 
 
“Learning  is  a  necessary  and  universal  aspect  of  the  process  of  developing  culturally 
organized,  specifically  human  psychological  function.”  ​Lev 
  
Vygotsky