The examples below represent the preference, in principle, for ongoing and extended training programmes. they are delivered locally and are devised specifically for each new context:
PPP originated in extended training consultancies with the British Council in Zambia and Nepal
The process of Theatre for Development is a strategic tool, that could be at the heart of any community development initiative that envisages social or behavioural change. PPP draws together a range of Theatre for Development and Participatory Research methods. It is process and product. Community artists tell their own story, highlight their own concerns and develop their own strategies amongst themselves, with their neighbours or through self-advocacy with those policy makers in the wider world who have power over their lives. Facilitated by the practitioners and processes of PPP.
PPP is described more fully in the e-book "The Road to PPP"
As co-ordinator of the mPPACT project Mavrocordatos was fully involved in project design and implementation over three years - training teachers and pupils across Europe.
Applying TFD principles, and a structure not far from that of PPP, in the education sector of the new Europe, seeking to define the new role of the teacher in our changing world, using a methodology for a Pupil andPerforming Arts Centred Teaching praxis.
This is fully described in the mPPACT website at www.mPPACT.eu . There is a brief photoessay describing the mPPACT process in the online MAZI journal of the Communications for Social Change Consortium (CFSC Consortium)
street children in Lusaka depict daily realities
At the Fountain of Hope refuge in Lusaka, conflict between peers and between street children and police are a daily issue. These performances identify the problem, build awareness of the complexities among audiences and soliucit suggestions and strategies for change both in behaviour and in policy.