Forum Response Paper
By: Brenna Rosa Kwon
Tags: Socioemotional Learning, Theatre, Forum Theatre, Performance Reviews, Performance

The first example to analyze from the Forum Performance is an intervention that occurs in the skit where the members depict a scene of a lineup during a professor’s office hours. This intervention is applied to Sasha’s character, a latecomer who fails to meet the professor and who conflicts with Ryan’s character for unwittingly cutting the line. Instead of the original sequence where Sasha runs out embarrassed after being called out for skipping the line, the new actor resolves the problem placed on Sasha (time crunch for having to pick up her sister) by receiving a timely phone call from their parent that there is no need to pick up their sister anymore. This acting decision is a clever way to create a solution to the problem since the character can now wait in line with a burden lifted off from their shoulders. However, when viewing the situation with the Systems Thinking Theory in mind, such a solution is only applicable because the system is within a theatre setting, where circumstances that are reliant on variables with an external locus of control (i.e. call from a parent) may take place on stage by the actor’s own will. If the situation is reenacted in a legitimate, realistic system, there is no way for the individual to control a phone call from an external source. Moreover, the emotional pressure and constraint placed on Sasha in the initial performance, when she is openly criticized by Ryan, seems to have been dismissed during the intervention. The intervention still includes the scene of conflict with Ryan, yet it seems to have less impact than the original sequence. Since Sasha’s replacement is mostly concerned with figuring out the solution to the problem at hand, I suggest that the intervention did not take into consideration the character’s feelings of panic, embarrassment, and shame when interpreting the scene. People vary their behaviour as their means of controlling perception, and with a problem-solving motive as a preconceived context, the replaced actor’s focus naturally shifts to figuring a way to stay in the scene rather than the immediate reaction to Ryan’s hurtful words.

The second example is about an intervention that takes place during my group’s performance. Our Forum Performance revolved around Ann’s character and her daily struggles of being a university student. The intervention occurs during the last sequence where Ann confronts her manager when she is late for her work. The manager expresses anger and disappointment due to Ann’s continued tardiness and threatens to cut down her hours. He also gives her an ultimatum that she will be fired if she does not take the 10 hours. Due to the flurry and frenzy of the situation along with the layered stress which pressured her throughout the day, Ann makes the fatal decision to quit her job. Ann immediately regrets making such a rash decision of giving up the job that provides her with what she truly needs (money for her tuition, living expenses, and tutoring), and the play ends in despair. The intervention is applied on Ann, and her replacement repeals this previous mistake by choosing to stay at the job site and keeping the 10 hours, instead of storming off. In a negative feedback loop, such a change of decision brings a series of drastic changes. By choosing to keep her job, Ann now has a chance to redeem herself to her supervisor and keep a source of financial income to hopefully pay for tutoring sessions. Ann can also rethink her priorities without being under intense financial strain. Instead of cutting her money source, she can drop her club executive responsibilities or reduce the number of dates with her partner in order to spend more time and energy on being a competent worker and a student. The actors are aware that it is difficult to have such forethought in a state of pressure, such as the one Ann is in when given a final ultimatum from the manager, but this intervention allows us to think as a group about the importance of self-reflection and the ability to view one’s situation in relation to other key components that sustain life. What Ann goes through in the performance is relatable to most of the students here at UBC, and the students of THTR 339 are no exception.

We live in a generation where hustling is considered a virtue, and working hard to the extent of overworking is admired, especially if it is for a goal to strengthen one’s prowess in academic achievement and developing a professional career. However, the performance and its intervention place emphasis on viewing one’s life from a bird’s eyeview, as an entire system and a full spectrum. Forum Theatre allows us to understand that our life is full of decisions and not every choice can be chosen. As a member of a first world country in the 21st century, I could see myself in most of the performances done by other groups as well, since as classmates, we share many similarities. However, it also reveals how we participate in multiple roles throughout our academic career, extracurricular activities, and planning for our future — for both professional and personal purposes. Behaviour is controlling the perception, and for each role we play, our perception of our surroundings is bound to change. Forum Theatre was a unique, insightful experience where I could physically experiment with the relationship not only between myself and another person but also with the self. Learning how to form healthy relationships and accepting various sides to my personality was an important lesson I learned from participating in Forum Theatre.