A Study of Making a Story through Drama in a Training School:

The Techniques of Making a Story as an Educational Act Using Operetta

Abstract

The purposes of this study are (1) to examine the techniques of making a story as an educational act for the purpose of rehabilitating juvenile delinquents, and (2) to consider the educational meanings of the narrative act.

It is important for juvenile delinquents to learn the techniques of telling a story about themselves that is socially acceptable, because such a story is useful for proving that they have been transformed. A "story about transformation," is connected to their rehabilitation.

I focus on an operetta staged at “A girls’ training school” every year, because the girls write the scripts based on their experiences before entering the training school, and they direct their experiences toward a positive ending. All girls and instructors work on the narrative collaboratively.

I researched the process of creating the operetta by (1) collecting 24 scripts which were staged at “A girls training school” until 2013, (2) interviewing the girls and the instructor, and (3) conducting seven open questionnaires with the girls. I found that there were three techniques involved in the creation of a story. They were (1) to get the language resources to understand themselves, (2) to construct collaborative relationships in the making of their story, and (3) to ensure that the enactment of the story functioned as an elevation ceremony for the purpose of their reuniting with society.

What educational meanings does the story about such a transformation have? The first is to present an image of "the desirable transformation" that correctional education aims for. The second is to provide a sense of commonality or cooperation through the narrative practice. Finally, the transformation functions to provide the girls with a dominate narrative that can direct their actions and values.