“Freeze!” – building reflective and analytical skills in children through drama

Abstract

Freezing, or pausing an action momentarily and stopping it from developing further, provides opportunities for participants and audience in a drama to engage in a process of enquiry, reflection and analytical dialogues. Children living in economically impoverished environments face a multitude of challenges, but they often lack the space and adult guidance to practise reflection and analysis to make sense of the many events happening in their lives. Furthermore, infrequent attendance in school and disengagement from academic systems result in an absence of meaningful platforms for some children from low socio-economic backgrounds to understand and negotiate relationships with their peers and their environments. This chapter argues the importance of affording drama programmes, especially for children living in low-income homes, to support the building of reflective and analytical skills that are crucial for their understanding and survival in their worlds.