How does the theatre affect the child?

• IDENTIFICATION - an empathetic bond between character on stage and child's self.
• ATTACHMENT - the 'model' on stage. What implications??
• CHANGE IN ATTITUDE. Our responsibility?

Which attributes do most children identify with in theatre?

• Power and strength
• Weakness
• High energy levels producing actions
• External qualities such as age, gender, temperament, intelligence
• Simplicity and innocence
• Apparent good intentions
• Relevance of the character's problem

Good and Evil

Values can be learned and internalised from theatre but only if good and evil are presented in ways which preserve dramatic balance and are appropriate to the perceptual powers of the age group involved. (Goldberg, 1974, pg. 96)

• Young need to see good and evil clearly separated and deeds clearly visible
• Older need to see the motivation of good and evil. Shades of both important
• The older audience likes a balance of both.

Happy Endings - Balancing Realism with Idealism

• Children in the process of learning that life is not always 'a fairy tale.'
• Two groups of thought - 'children should enjoy and not be subjected to the difficulties of life too early' and 'Children need to prepare for the real world.'
• A balance needed. Drama reflects the human condition.