[ It was ] incredibly moving . It was really inspirational , as someone who hasn ’ t had experience of working or knowing someone living with dementia . I ’ ll use that insight during my training .”
their experiences to help us help people more in the future . Encourages me to go to more places to talk about dementia to make people aware .’
Another added : ‘[ The play ] was really an eye opening opportunity . I was able to get more indepth knowledge into dementia and understand from their perspective [ about ] ways to make them feel safe .’
Finally , another student reflected : ‘[ It was ] incredibly moving . It was really inspirational , as someone who hasn ’ t had experience of working or knowing someone living with dementia . I ’ ll use that insight during my training .’
Meeting the actors
During the question time , some of the actors shared how their personal experience of family members living with dementia and their engagement with people living with dementia and carers generated new insights and shaped their performances .
Students valued time at the end of the performance to talk to the actors and staff and ask questions and felt that it was ‘ moving , insightful and relevant ’ and that the opportunity to ask questions was particularly helpful , and could perhaps have been longer .
One said : ‘[ I ] would definitely recommend all occupational therapy students and beyond see this .’
Storytelling and reflective practice
The use of storytelling through theatre for teaching and learning , changing perceptions and raising awareness of the impact of dementia was positively evaluated by most students .
However , it is important to recognise that artsbased approaches and puppetry do not appeal to everyone . This was highlighted when one student fed back that the doll ( puppet Lilly ) was ‘ creepy ’.
Another student , who did not find theatre the best approach , felt the Q & A gave better basic information on non-statutory support than the play did .
Time was allocated for students to reflect together in their study sets , as well as undertaking individual reflection ( Gibbs 1988 ).
McDrury and Alterio ( 2003 ) highlight the benefits of multiple perspectives of events , reflective questioning and how story processing can lead to a deeper understanding . Having the opportunity to undertake written reflections and verbally with others can uncover awareness of previous perceptions and lead to new possibilities and insights ( Taylor 2010 ).
In summary , the play was evaluated very positively in the curriculum , which had impact , was thoughtful , informative and emotive , and was educational .
Due to the pandemic , it was not possible for AZ2B to deliver a live performance during the academic year 2020-2021 . But the theatre company is continuing to develop different modes of delivery and looks forward to returning to live performances in the future .
Gibbs G ( 1988 ) Learning by doing : A guide to teaching and learning methods . Oxford : Further Education Unit , Oxford Polytechnic .
McDrury J , Alterio M ( 2003 ) Learning through storytelling in higher education . London : Kogan Page Limited .
Moon J ( 2010 ) Using story : In higher education and professional development . Routledge : Abingdon ; Oxon .
Taylor BJ ( 2010 ) Reflective practice for healthcare professions . 3rd ed . Berkshire ; England : Open University Press .
Words DR SANDIE WOODS , previously Senior Lecturer in Occupational Therapy at London South Bank University . sandiewoods @ gmail . com . For information about AZ2B Theatre Company az2btheatrecompany @ gmail . com
Permission was given by Belinda Lazenby , Artistic Director AZ2B , to use information and images from the website and London South Bank University to share the evaluation . Acknowledgements go to Rachel Picton , Dean , School of Allied and Community Health , for funding approval and Anna Forte , Senior Lecturer in Occupational Therapy , for support in organising the delivery of the performance and integration into the allied health module
34 OTnews April 2022