Since 2003, Makhampom’s Educational Program has been the driving force of our work, as the movement for education reform in Thailand tries to take effect. Makhampom’s role has been multifold, from conducting national and provincial schools theatre touring to raise awareness amongst teenagers of issues of HIV/AIDS, media literacy, energy conservation, and book reading. Class-based programs have explored the incorporation of drama as part of a child-centered learning approach into the curriculum, involving projects with students, teacher training, and curriculum development actions.

Some Thoughts on Educational Theatre

In many regards, there is not a great deal of distinction between Makhampom’s community and education programs. The school or university takes on the character of a community, particularly in rural areas, where the relationship to village is intrinsic. Furthermore, the methodology Makhampom applies is based on the TCCD approach of the community workshop. It is in the area of schools touring and curriculum development that the education program has a different shape.

The educational aspect of Makhampom’s praxis has been evident since foundation, predominantly due to the regressive, anti-creative nature of Thailand ’s education system. The historical curriculum, based on instilling the precepts of state, religion and monarchy, has created a passive, reactive society, reflecting the oppressions Paulo Freire refers to in his pedagogy of the oppressed. Education reforms, constitutionally demanded since 1997, have been few and far between, emphasizing the need for progressive pedagogy. It is in this context that Makhampom applies an education strategy.

Throughout the 1980s, 1990s, and 2000s, Makhampom has been commissioned to conduct schools theatre touring programs. Ironically, these have not occurred through the Department of Education but rather the Department of Health, Narcotics Control Office, and Department of Energy, primarily as awareness-raising campaigns on HIV/AIDS education, teenage pregnancy, drug abuse, and energy conservation.
Major productions, such as Malai Mongkol and Daeng Between Two Worlds, have been adapted following international tours for extensive school and university tours in Thailand , typically numbering 80 to 150 performances. The most recent work was an adaptation of The Little Prince as part of a primary school education tour on energy conservation.

Mini productions are also regularly performed as small productions for young people in the education context. These may be part of a broader theatre in education project, a youth camp, childrens festivals, or education campaign events.

Due to the lack of drama education and critical pedagogy, there is a focus on providing training for teachers within the school system in Makhampom’s methodology. These processes are an adaptation of the TCCD methodology, incorporating TIE tools, and structured for simple accommodation within school programs. At high school levels, students will also be developed in participatory process, which will be extended to parents, where possible, such that the impact extends beyond the school grounds into the larger school community.
Theatre in education projects are similar in scope to the long term youth theatre projects, in that they involve the formation of a workshop group, that undergoes a comprehensive TCCD project, from group development, thematic research, to theatre skills training, and performance making.

Educational Theatre Program in 2008

Media Literacy in Schools Project

Creative Drama in Thai Classroom Research and Curriculum Development Project

Teacher Training Workshops

Bookworm Project