Two minute FORB mini-dramas

Read the annotated facilitator’s version of the scenarios.

Decide how many groups you will have: 2-3 groups of 6-10 people is ideal, as most scenarios need a minimum of six characters. The timing of the exercise is based on a maximum of three groups (containing max 30 participants). Do not add additional groups unless you can make the session longer!

Choose which of the five drama scenarios to use, based on the relevance of the scenarios and the number of groups you will have. Each group should have a different scenario.

Print out two copies of the chosen scenario handout for each scenario you chose.

Prepare a flipchart sheet with key words relating to violations of FORB written up. Use key words that link back to your knowledge input on understanding violations and that relate to the scenarios chosen.

Suggested key words: Government restrictions, government failures to protect, government violations, discrimination, social hostilities, violence, State, non-State actor.

Choose a positive story of people making change that is relevant to your context and target audience.

Think up your own or choose from the ‘changemaker stories‘ on the following webpage, www.forb-learning.org/work-for-change/tactics.

This exercise (and a ready-made presentation on understanding violations designed to precede it) is available in multiple languages as part of Session 4 of the Local Changemakers Course.

Explain as follows:

• We are going to do a drama-based exercise to help us identify FORB violations we might encounter.
• We are going to divide into groups. Each group will receive a scenario – a simple sequence of events taking place between a few characters. Your task is to act it out in no more than 2 minutes!
• You will have 15 minutes to create and practice your drama. That is not much time, so divide the roles very quickly and then improvise!
• After 15 minutes, you will perform your drama in front of the rest of the group.
• If you would like to add details to the story, please do – but the drama should not last longer than 2 minutes.
• Don’t worry! We are looking for spontaneous performances – not polished acting. As long as the story comes across your performance is a success!

Divide into groups and hand out the scenarios.

PRACTICE THE DRAMAS (15 MIN)

Tell the groups to start practising! Move between groups helping them to get started.

NOTE

Timekeeping is very important in this exercise! Do not allow the practice time to go over 15 minutes as this cuts time from the important performance/discussion part of the exercise. It is also important to manage time during the performance/discussion section, so that the first groups to perform don’t end up using the later groups’ time.

PERFORMANCE AND DISCUSSION (50 MIN)

Timing: 15 min per group for presentation plus 5 minutes flexibility.

Each group presents their 2-minute drama twice. The first time they present it without interruption. The second time, the audience should call out ‘Stop!’ whenever they see a FORB violation happening. The drama should then pause (characters should stay in place). Point to the key words written on the flipchart sheet and ask the person/people who said ‘Stop!’ to briefly answer the following questions:

• What happened and why was it a violation of freedom of religion or belief?
• What type of violation is this an example of and who is committing the violation (e.g., social hostilities in the form of discrimination or violence, government restrictions or government failure to protect people)?

Continue the drama until the next person calls stop and repeat the above questions. There are three violations per drama. You can see what these are in the facilitator’s version of the drama scenarios.

If there is time after the group has presented twice, start a broader discussion using the following questions:

• What should be different in this scenario? Which institutions or individuals should act differently or what laws or rules should be different?
• Who could intervene in a positive way to change things? Could a member of the community, activist, organisation or decisionmaker make a difference?

Allow 15 minutes per group for the performance/discussion process and be very strict on time-keeping! (If you only have two groups you can increase this.) Apologise for cutting groups off mid-flow but explain that everyone needs a chance to perform. Remember to give each group a round of applause at the end of their 15 minutes!

PLENARY SHARING TIME (15 MIN)

When all the groups have presented and discussed their scenario, congratulate everyone on their performances again. Then start a broader conversation, based on the following questions:

• Do violations similar to the ones we saw in the dramas sometimes happen in our community?
• What impact does this have on people and on society as a whole?

Encourage people to share stories or experiences if they are comfortable doing so. As participants share personal stories, try to ask generalising questions – what do experiences like this mean for the community as a whole? Try to draw out the point that violations harm everyone in the end because they create tensions and risks for the whole of society.

Conclude by saying something along the following lines:

• When we share stories about the problems people face in our community it can be easy to lose heart.
• Making change is a slow but incredibly important process. It begins when we become aware of the situation for freedom of religion or belief not just for ourselves, but for everyone in our country and community.
• But change is possible! Share a positive story of change from your own local context – this is very inspiring for participants.

TIP! If you can’t think of a story from your local context, share inspiration from the changemakers stories available here .