Reflection on the Historical Dramatization: A Transformative Learning Experience

         On 12th May, as part of our assessment for the History Education (HIE) module, our class engaged in a dramatization project. This exercise was not only an evaluative component of the module but also a profound learning opportunity that extended well beyond conventional classroom instruction.

The class was divided into three groups, and we were granted the autonomy to select any topic of our choice, provided it is related to history and has had a significant impact. My group, consisting of twelve members led by Tandin Tshering, presented a performance on the journey of Lord Buddha. I assumed the role of Mara, a character symbolizing temptation and inner conflict. Through this role, I developed a deeper understanding of the obstacles Lord Buddha faced on his path to enlightenment, as well as the symbolic significance of overcoming one’s internal demons.

The performances unfolded sequentially: the first team presented “Ashley Eden’s Humiliation,” followed by the second team’s portrayal of “Phajo Drugom Zhigpo and Lam Kha Nga” and finally, our team dramatized “The Journey of Lord Buddha”. Each group demonstrated commendable enthusiasm and preparation, resulting in a competitive atmosphere where scores were closely contested. Ultimately, while our team secured second place, the experience itself was far more valuable than the outcome.

We faced several challenges during the process, including members frequently arriving late for rehearsals and moments when we forgot our lines due to anxiety. For some members, this was their first experience with role-playing or acting in a drama, which contributed to a difficult start. Additionally, sourcing costumes and creating props required considerable time and patience, especially since we had other assignments to manage as well. Despite these obstacles, we persevered and successfully completed the performance.

One of the most impactful aspects of this task was the emphasis on collaboration. Effective teamwork was essential, as we had to rehearse regularly, coordinate costumes and props, and support each other emotionally, especially in managing stage anxiety. Despite having only a small audience, many of us experienced nervousness and performance-related stress. However, confronting and overcoming these challenges contributed significantly to our growth in oratory confidence and memorization skills.

Written by Chimi Zangmo, B.Ed.  Year I