Healing through Acting: The Therapeutic Effect through Online

Monologue Performance

Rizki Theodorus Johan

and Sonny Angjaya

Department of English, Univeritas Kristen Maranatha, Bandung, Indonesia

Keywords: Drama Therapy, Monologue Performance, Acting, Therapeutic Effect.

Abstract: Drama therapy is a form of therapy through creative expression by including theatrical elements in mental

therapy which aimed to facilitate personal growth and mental health of a person. During this pandemic,

mental health become an immediate issue to deal with for many individuals, especially for youths. As such

drama therapy may be proven to be more relevant than ever to maintain mental health during such a

tumultuous time. This study aims to explore the application of dramatic therapy in class setting, particularly

in an online environment, and what kind of therapeutic effects acquired (if any) by the students who

participated in it. By using the concept of dramatic reality theory by Susana Pendzik, this research will

mainly focus on the process of how dramatic therapy can be implemented in online drama class, particularly

through online monologue performance. The method used in this research is qualitative and library research

by conducting performance session, questionnaire, and extended interview. The findings of this research

may provide new insights on how dramatic therapy can be used in a drama class and help students to cope

personal issues, improving their performance skills and contributing to their personal growth.

https://orcid.org/0000-0002-2378-0121

https://orcid.org/0000-0001-7454-499X

1 INTRODUCTION

Drama is one form of literature that brings reality

into the world of stage. Many dramatists try to

capture what happened around them, it can be

problems, issues, or ideas that they found in the

society, and bring them on the stage. They might

have different purposes in presenting their stories on

the stage, but the readers and the audience will get

the whole idea from the drama that they watch. This

concept makes drama as the most popular genre of

literature, because it can serve as a form of

entertainment and social commentary. Besides that,

it is easy to be understood by any level of people in

the society.

Looking back to history, drama is seen as an

important tool used in traditional and religious

rituals, such as in ancient Greece. In Indonesia, we

can find that some tribes use drama as a media of

traditional rituals. Drama was also used as a media

of religious teaching; it can be seen in the

performance of wayang which was used to teach

Islamic values. Based on what being mentioned

above, we can see that drama has been used as an

effective media to convey purposes since long time

ago. Nowadays, drama is also used as media of

therapy. It is used to help people to create another

reality, which is called dramatic reality, that enables

people to deal with their problems in the new

reality. The goal of this practice is to help people

with their problems by using drama as a media of

creating another reality to face their personal issues.

Based on this idea, we are going to apply the

concept of dramatic therapy to one of our classes

that is Theatre Production class and find how acting

in a drama could have therapeutic effects towards

the performers, in this case our students during this

pandemic and online teaching environment. The

goal of this class is to learn about drama, acting and

producing a drama performance, so it is quite

difficult for not only for the lecturer but also the

students, because you have to adjust from offline to

online drama performance. We also find that these

chaotic and uncertain condition effects our students’

mental health. Because this condition, we try to use

dramatic therapy in our class setting to help our

634

Johan, R. and Angjaya, S.

Healing through Acting: The Therapeutic Effect through Online Monologue Performance.

DOI: 10.5220/0010756100003112

In Proceedings of the 1st International Conference on Emerging Issues in Humanity Studies and Social Sciences (ICE-HUMS 2021), pages 634-641

ISBN: 978-989-758-604-0

students to be able to release their emotion and

burden.

For the half of the semester they will learn about

drama and acting, so in the midterm exam the

students are going to create and perform a

monologue performance. At the end of the semester,

the students are going to produce a drama

performance. We are going to apply dramatic

therapy to help our students with their personal and

interpersonal issues. This is done during the first

half of the semester, when the students are writing

and preparing their monologue performance. The

goal of this dramatic therapy is not to cure any

mental illness, but to help them to cope with their

problems by facing and understanding the problems,

and try to find the solution, so they will have

personal growth.

2 METHODS AND MATERIALS

In order to carry out this study, a qualitative

approach is going to be used in this research in order

to understand the phenomenon of what is

experienced by research subjects holistically, by

describing it in the form of words and language, in a

special natural context by utilizing various scientific

methods (Moleong, 2010). The use of this

qualitative approach helped the researchers in

gathering various information related to the

implementation of drama therapy in students’

monologue and what are the effect of monologue for

the students. The instruments of qualitative research

were the researchers themselves, who acted as data

collectors. The methods that we are going to use are

observation, questioner, and interview. Moleong

(2010) explains that researchers are planners,

executors of data collection, analyzers and

interpreters of data, and reporters of research results.

By using this method, this study aims to explore the

application of dramatic therapy in class setting,

particularly in an online environment, and what kind

of therapeutic effects acquired (if any) by the

students who participated in it.

2.1 Theoretical Framework

This research will be based on Theory of Dramatic

Reality which is posit by Susana Pendzik (2006) on

the therapeutic functions of Drama Therapy.

According to her argument, Dramatic Reality is “an

island of imagination that becomes apparent in the

midst of actual life” which means that dramatic

reality is formed when a person’s fantasy or

imagination, which is private in nature, made visible

and experienced as alternative form of reality that

are different from the participants ordinary reality.

The process is shown from the Figure 1:

Figure 1: Diagram of dramatic reality and ordinary reality.

Pendzik further stated that drama therapy involves

contents which were created from the participants’

personal/inter-personal issues that they experienced

in their ordinary reality that are projected into the

dramatic reality. In dramatic reality, those issues are

going through the process of expression,

exploration, being looked at, and owning. The

process of expression refers to the act of channeling

one’s experience which is done by choosing the

highly-personalized contents that they created

themselves. The exploration process is the process

of creation and transformation of the contents in the

form of script writing and rehearsing that supports

the eventual performances. The process of being

looked at is the process when the performances is

being watched by the performers themselves, by the

supervisors or by audiences. The owning process is

the process when the participants manage to

acknowledge their interpersonal/personal issues

within the contents by expressing it through their

performances in front of the audiences. In the

context of this research those issues were expressed

in the form of monologue performances by the

students. As a result, when the person returns to the

ordinary reality, the issues may undergo

transformation, providing a possible new

perspective on how the person view those issues

which is therapeutic in nature.

Figure 2: Diagram showing the process of dramatic reality

within a therapeutic context.

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635

Our study is the application of Pendzik dramatic

reality theory which explains how dramatic

performances give therapeutic effects for the

students in the context of the creation of the

contents in dramatic reality, the monologue

performances that they did in ordinary reality and

the impacts that it gave to the participants view on

the issues afterward.

2.2 Literary Review

In terms of previous researches, there are quite an

extensive amount of studies which revolved around

the topic of Drama Therapy on the last few decades.

The focus and purpose of those studies are quite

diverse which reflect the numerous applications of

which Drama Therapy could be used in many

different ways. Thus, it also opens a great deal of

opportunities for both researchers and practitioners

to fulfill a wide variety of research gaps which

covered many different contexts and frameworks.

Some of the researches are focused on how drama

therapy helps in affecting the participants life

quality and recovery process. Emunah (2015),

conducting a research by applying what she called

‘self-revelatory act’ in a theatrical act which is

defined as a form of performance that is originated

from the performer’s current life issues that are in

need of healing. Newman (2017) has done a

research that focused on how drama therapy could

help people to recreate their identities as well as

helping them to cope up with their addiction

problems. Meanwhile, Godfrey and Haythorne

(2013) conducted a qualitative research to find the

benefits of drama therapy for young people with

Autism Spectrum Disorder (ASD) through the

feedbacks from the parents and teachers after the

treatments were finished. On the same vein, Lewis

and Banerjee (2013) are using stories to the engage

young people with ASD in a positive therapy, which

benefits their emotional, psychological and social

development. Gordon, et.al, (2017) research

revolved around the application of Drama Therapy

of using Clown Therapy model to help substance

addicts in their rehabilitation and recovery process.

From Wu (2020) it is revealed how drama therapy

techniques could also be applied as an early

intervention in to help developing cognitive abilities

for children with disabilities. While Jaaniste, et.al.

(2015) conducted a pilot research which aims to find

out how the application of Drama Therapy affected

the Quality of Life (QoL) on the elderly that suffers

from moderate dementia by using the mixed

qualitative and quantitative method in Australia.

Meanwhile, some studies focused more on the

application of Drama Therapy in classroom settings

for many different purposes. Butler (2017) tried to

focuses her study on the intersection between of

education and therapy in a drama therapy classroom

in which the students often created personal

affective materials based on their lived experiences

during the learning process that sometimes blur the

line between therapy and education. Chang, at, al.

(2019) applied drama therapy activities to four

counseling groups which consist of 12 high-risk

college students from Taiwan. The study found that

by using drama therapy, it enhances the participants’

self-awareness and self-expression abilities as it

allows them to express their hidden feelings into

perceived actions by other group members. The

literary reviews above shows that our research could

fill the gap in the application of drama therapy as

research which focused on drama therapy in

Indonesia settings is quite rare. Moreover, none of

the studies above were specifically focused on the

application of drama therapy by using monologue in

college classroom setting which further justified the

necessity of our studies to further enriching the

application of drama therapy for young people

education.

3 RESULTS AND DISCUSSION

This part of discussion is going to focus mainly on

the effect of monologue performance based on the

result of the survey which was conducted after all

42 students have recorded and performed their

monologue performance on Theatre Production

course. Before we discuss more about the survey, it

is better for us to discuss about the process of

preparing and performing the monologue. In order

to apply the dramatic therapy in a class setting, we

asked our students to write a monologue script about

their life, especially about the saddest or happiest

moment of their life. We asked them to tell us about

the past experiences and problems that they

encountered. After finished with the first draft, the

students consulted their writings to the lecturer. The

lecturer must be able to check not only about the

structure of the story but also the emotion of the

story and hidden feeling from it. It is important

because a monologue require you to be honest to

your audience, so you are able to use your story to

engage with your audience, and even make them to

feel your emotion. After your students finished with

their monologue script, the next step is to ask them

to have individual practice with their supervisor or

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lecturer. This is an important part because you have

to be able to trigger your students to be able to pour

out their emotion about the story that they are going

to perform. Here, they were asked to revisit their

past and try to remember about their feeling and the

situation at that time. After 2 or 3 sessions of

individual practice, you can ask your students to

read their monologue in a small group which consist

of 2 or 3 students. It is better if your students could

choose the members of the group, so they can feel

relax and comfortable, knowing that they are going

to share their story to people that they close to. The

next step is to prepare the video of their monologue.

For some students, it is very difficult to act in front

of camera, but for some others, it is beneficial,

because they are really afraid to act in front of many

people. After they recorded their monologue

performance, the next step is to share their video to

their friends. Here the students were asked to

comment about their friends’ performance and find

anyone who has the same problems or past

experiences. During and after the process, the

students were asked to answer a survey regarding

the process of making and performing monologue.

All 42 students who took part in the course were

participating in the survey and the discussion is

going to revolved around the participants answers

and will be analyzed via Pendzik’s dramatic reality

theory (2006). When the 42 students were being

asked which process that they prefer between the

scriptwriting, rehearsing, and performing, 27

students stated that they prefer the scriptwriting

process, 10 students prefer the actual performance,

while 5 people prefer the rehearsing process. These

responses may reveal that in the process doing

monologue, the actual performance may not be the

one that matter the most for the students as they

consider the process before the actual performance

to be as important if not more for them. The

discussion will start off with how the students

perceived their experience during those three

processes and what are the meanings of those

processes form them.

3.1 The Meaning of Doing Monologue

The first question on the survey that was asked to

the students is regarding their general

impression/experience during the whole process of

scriptwriting, individual rehearsing, and performing

the monologue. There are three common threads

that are acquired about what doing monologue

means for the students based on their answers for

the first question which could be categorized as new

experience, vehicle of expression and reflection, as

well as personal improvement.

The first one to be discussed is monologue as

new experience for the students. For all the students

who were participating in the course, it was actually

their first time in doing monologue performance that

include the three parts process of scriptwriting,

rehearsing, and performing. As such, doing

monologue for the first time brings both positive

and negative impression on them. Based on the

students’ answers, in general the majority of them

actually gave a positive response to the whole

process and described the whole experience as

either interesting, happy, fun, or enjoyable. They

felt that way mainly because the whole process

provides them with different experience compared

to the other courses that they took as it is focused

mainly on practice and creating stories based on

their own experience which is something that they

generally like. However, at the same time some

majority of the students also describe their first

experience of doing monologue as confusing,

challenging, and difficult. The difficult and

confusing parts are mainly due to their inability to

express themselves through performance as they are

not used to perform in front of other students that

resulted in anxiety and nervousness for some of the

students especially in the performance and rehearsal

parts. Furthermore, since the whole process was

conducted online, some find the process to be

difficult since they have to repeatedly record their

performance in front of camera especially during the

individual rehearsal. Meanwhile, others also feel

confused in the scriptwriting process since it is

difficult for them to choose the topic to be

performed since the topic has to be based on their

personal experience which some of them feel

hesitant to share with others. However, in the end all

students are able to choose topics/experiences that

they feel comfortable to be performed to others.

Such responses, both the positive and the negative,

show how monologue as new experience has at least

provided the students with experience that both

intriguing and challenging for them in both

cognitive and affective level that they never done

before.

The second common threads about the

meaning of monologue that will be discussed is

monologue as vehicle of expression and reflection.

Based on the students’ answers, doing monologue

actually provided them with a unique opportunity to

explore and express the experience that they never

thought could be expressed through dramatic

performance. In the course, the students are

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required to choose a topic based on a particular

event or experienced that had happened in their lives

be it a positive one or a negative one. By choosing

personal experience as the required topic of the

monologue, it makes the students able to channel

the experience that they may not be able to tell

others before or unable to express in a normal

occasion. Some students stated that by doing

monologue, they can be more honest to themselves.

While other students claimed that doing monologue

gave them the opportunity to recall significant a

specific event or issue in their lives which enable

them to re-explore the feeling and emotion from

those experience. The process of how the students

create contents based on their personal issues or

experience into dramatic performance in the form of

script and performance is in accordance with what

Pendzik (2006) stated on how personal

experience/issues are projected from the ordinary

reality into the dramatic reality through the

expression and exploration process. In the context

of drama therapy, the process of doing monologue

enables the students to “acknowledge and then

integrate alternative versions of their experience into

the narrative.” (2006) In other words, as the students

created a highly-personalized contents, it is not

limited only to the process of content creation to get

a satisfactory grade in class but it also becomes a

vehicle for the students to be able to personally

express the unexpressed and enable them to reflect

back on what had passed mainly through the

scriptwriting and rehearsing process.

The third and final part of the meaning of

monologue that will be discussed is monologue as

personal improvement. Based on the students’

answer, the process making monologue has also

improved some of their personal skills. For instance,

a student stated that the whole process of making

monologue performance also improve her English

speaking and pronunciation skills since the process

required her to repeatedly performed her entire

dialogue in English. Moreover, a student also

pointed out that the scriptwriting process make her

to be able to think out-of-the box and able to use her

imagination to create a content that she satisfied

with. Some students also stated that the whole

process makes him to be more confident to speak or

express himself in public as well as giving them the

opportunity to become more creative. Thus, the

process of doing monologue not only help the

students to express themselves but it also improves

the students’ personal skills as it involved a lot of

repetitive individual acting exercises that they do

independently, in front of the instructors, and other

students as well as demanding a creative process

from them.

3.2 The Scriptwriting Experience

This part of the discussion is going to focus

specifically on what the students’ experience and

feel during the scriptwriting process. As has been

mentioned in the previous parts, in drama therapy

scriptwriting is one of several transformative

process which act as a bridge to integrate the

subjective experience of a person in their ordinary

reality into the narrative that they create in dramatic

reality. As such, it is important to examine what the

students are going through on this process in order

to find out how their personal experience

contributing in their creative process and whether or

not the process of transforming the experience in the

form of a monologue script has provided them with

therapeutic effect.

On the survey, the students were asked to

describe how do they feel during the process of

writing their personal issue/experience into a script

and their answers reveal several interesting points.

Few of the students stated that the process of

reliving the specific experience that they choose as

topics and writing about it is an unpleasant because

as they explore their feeling and emotion in written

form, it is like reopening an old wound for them.

Some of them also said that they feel uncomfortable

and worried because they never share the experience

to the public before. Some students also stated that

they feel nothing or neutral when writing the script

either because the event or experience that they

choose has happened for a while and has been

settled or because they have self-censored

themselves in the writing process by leaving out

some part that they do not want people to know.

However, some students claim that writing their

experience in the form of monologue script made

them happy and proud of themselves because they

feel happy if the story that they share could inspire

or help others. Meanwhile, some other students also

stated that they write the script as a form of self-

introspection and they are able to reflect and learn

from that experience by writing it. Among the

students’ various answers, about 15 of the stated

that they feel a sense of relief by writing their

experience in the form of script because they are

able to express the experience and make it into

something that they and other people could enjoy.

Thus, by projecting and transforming the subjective

experience that they have into monologue script, the

students may find the creative process in that

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involve dramatic reality to be “actively invites,

stimulates, welcomes, and shelters subjective

reality” while at the same time “bringing them

closer to a dimension of reality that can be seen and

experienced by others…” (Pendzik 2006). In the

context of drama therapy, it shows that the

scriptwriting process works differently for each

student but the fact that some the students feel a

sense of relief during and after the process show

how to some extent the creative process of

transforming experience into monologue script

“involves an act of creation – something which has

long been acknowledged as possessing an intrinsic

healing value.” (2006)

3.3 The Performing Experience

This part of the discussion is going to focus

specifically on what the students’ experience and

feel during the monologue performance. The

monologue performance the final process that

revolved around expressing, exploring, being looked

at, and owning the contents that they have created

on the scriptwriting and rehearsal process. In

scriptwriting and individual rehearsal, the students

are more focused on how they explore the contents

that they created internally within themselves.

Meanwhile, performing is different from the other

two process because it requires, “a mutual

agreement between parties – whether between

performer and audience or among players: at least

two different entities have to concur about the fact

that the invisible world that is being manifested is

truly material” (Pendzik 2016). In other words, the

performing part is the part of doing monologue

where the personal idea and imagination that has

been transformed via creative process in

scriptwriting and rehearsing become materialized in

real world and performed not only for the students

themselves but for others as well. Thus, it is

important to examine what the students are going

through on this particular process in order to find

out about the impacts of the actual monologue

performance for the students and whether or not the

process of performing the monologue actually

provide them with therapeutic effect in comparison

with the scriptwriting process.

Based on the students’ answers, if the

scriptwriting process becomes the opportunity for

the students to explore the topics and experience

that they choose internally, the performance part is

the external moment of releasing of all the

emotions, feelings, and thoughts that they expressed

on the script into the real world for them. Some of

the students stated that the monologue performance

makes them feel embarrassed, nervous, worried, or

insecure since they recorded their performance with

the mindset that people will actually watch them.

However, since the monologue performance is

conducted in the form of video and taken at their

own home, it helps the students to reduce their

nervousness and anxiety because they could actually

do as much retake as they want which is different

with the actual performance on stage. Also, some

students are highlighting the fact that performing

their monologue in front of camera instead of in

front of real audience also help them to curb their

anxiety as the real audience become imagined

audience which feels more intimate for them.

Despite of the perks of performing the monologue in

the form of the video, it also has its downsides as

some of the students stated expressing their

frustration when they have to keep repeating the

same lines over and over again and have to record

the video over and over again when they make

mistakes during the recording session. Moreover,

some students still feel the pressure of doing the

performance on camera since they want to deliver

the kind of performance that can satisfy themselves

and their imagined audience.

Akin to the scriptwriting process, some of the

students are also pointing out the fact that

performing the monologue actually made them feel

a sense of relief since they are able to release some

feelings or emotions that they are unable to express

before in front of imagined audience. The

monologue performance also becomes an

opportunity to reflect about what they have gone

through and compare it with their current state

which made them realize how much they have

changed since then. Thus, from the students’

answer, it is revealed that doing scriptwriting and

performing of monologue gave similar effects to

them. In both processes, some students do feel

nervous, embarrassed and insecure with the idea that

they have to share their personal experience to be

watched by the other students. Although it has to be

noted that for some students, recording and

performing in front of camera do curb some of the

uncomfortable feelings that they felt. However, at

the same time, both processes also shown to bring

both relief and joy for them. They feel joy from the

idea that they could inspire others through what they

convey in their performance and they feel relief

because they are finally able to validate the personal

experience and feeling that they never share to

others before. The way performing monologue

could affect the students in such way actually

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639

supports Pendzik’s theory on the therapeutic

implication of drama reality via their monologue

performance by “bringing them closer to a

dimension of reality that can be seen and

experienced by others…” which in turn allowed the

“inner world to be expressed, in such a way that it

validates subjective experiences and provides a

bridge between them and the outer world.” (2006).

3.4 The Post Performance Experience

This part of the discussion is going to focus

specifically on what the students’ experience and

feel after their monologue performance and

watching their friends’ performance. We ask them

whether after performing and watching their friends,

they have different view about their problems and

past experiences. 37 out of 42 students state that

they have develop a new perspective about their

problems and past experiences. Some say that by

revisiting the problems and past experiences through

their monologue, they have a second chance to

analyses the issue and their past action. They realize

that they could react better if they could see the

problems from different perspectives. Some of them

mention that they are grateful for their decision that

they made in the past and they learn from their

mistakes. Some students also say that they start to

appreciate people who always support them when

they were in their lowest point of life, and some of

them learn that you have to love yourself and

forgive others who hurt you.

The students also mention that they also learn from

their friends’ monologue. Some students find that

they actually share similar problems, and this makes

them feel that they are not the only one who

experience it. Some students highlight that by

watching their friends’ monologue, they get better

perspective about their problems and they even get

solution or advice about their problems. Some of

them also mention that they feel grateful about their

life, because they have a chance to learn about their

friends’ life.

At the end of semester, the students were

asked whether they have experience positive

impacts after doing the monologue. 41 students state

that they experience positive impacts after going

through the whole process. Some students say that

they know more about their strengths and

weaknesses and how to deal with their weaknesses.

Some of them state that they learn how to express

their emotion verbally, and this help them to relieve

the mental pressure and eliminate negative energy.

They confess that now they are able to find a way to

reflect about their life whether it is personal or

interpersonal issue and control their negative

emotion and be able to see problems from different

perspectives. They also add that they know that they

have to face their problems not running away from

it, but try to find solution.

4 CONCLUSIONS

After the whole process, it can be perceived that

dramatic therapy can be applied in the classroom

setting. The goal is to help our students to overcome

their problems or past experiences, in order for them

to have personal growth and good mental health,

especially during this pandemic. By applying

Susana Pendzik’s theory of dramatic reality, we can

find that the students are able to use this dramatic

reality to make peace with themselves by revisiting

their problems and reconstructing their perspectives

about their problems. The success of this monologue

performance experiment can be seen from the result

of the survey, that shows 98 % of students believe

that they have undergo positive transformation

during and after the process. Although it is time

consuming, but the result is very satisfying because

through the process of creation, our students are

able to channel their experiences and undergo

transformation which at the end help them to

provide a new perspective on their problems or

issues.

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