Fieldwork spotlight – Exploring creative, participatory classroom approaches
As part of the Communication and Creativity project, Co-Investigator Dr Simon Peter Otieno led a teachers' workshop with Ahero Pastoral Centre & partner schools in Nyando sub-county, Kenya, alongside members of Equator Ensemble.
This three‑day workshop aimed to explore creative, participatory classroom approaches that teachers could use to meaningfully engage young people, while critically examining positive, non‑violent discipline methods in line with Kenyan law and child‑protection frameworks.
Day one: creative learning and theatre in the classroom
Day one focused on active learning and arts‑based pedagogy. Teachers participated in interactive games to build trust and collaboration, followed by facilitated group discussions on learner‑centred teaching. Participants shared experiences of using demonstrations, group work, role‑play, fieldwork, and creative projects across subjects including science, languages, humanities and arts.
A keynote session introduced theatre as an educational tool, distinguishing conventional performance from applied theatre approaches such as Theatre for Development, hot‑seating and forum theatre. Teachers practiced hot‑seating using curriculum‑based scenes from CRE, Kiswahili, and Chemistry.
Reflections highlighted theatre’s value in deepening understanding, encouraging preparation, stimulating imagination, and supporting critical thinking, while also noting challenges such as time constraints and student confidence.
Day two: rethinking discipline
Day two examined punishment practices and alternatives to corporal punishment.
Teachers reviewed current disciplinary methods used in their schools and engaged in honest debate about their effectiveness, legality, and impact. A documentary on corporal punishment in Kenya prompted reflection.
Through guided discussions and group work, participants explored positive discipline strategies such as dialogue, counselling, clear rules, consistency, role modelling, parental involvement, learner reflection and student participation in decision‑making.
Forum theatre was used to rehearse realistic classroom discipline scenarios, allowing teachers to test non‑violent interventions in a safe, reflective space.
Day three: leadership dialogue and sustainability
The third and final day of the workshop brought together principals, deputies and teachers.
School leaders affirmed that corporal punishment is illegal under Kenyan law and carries serious personal and institutional consequences. A hot‑seating dialogue with principals reinforced accountability and the need to support stressed teachers through welfare measures and professional guidance.
In closing sessions, teachers identified key takeaways—including theatre techniques, classroom games, and alternative discipline approaches—and discussed how they would share learning with colleagues. Participants called for follow‑up workshops, peer learning networks and continued mentoring.
Conclusion
The workshop fostered critical reflection, practical skills and attitudinal change.
Teachers reported increased confidence in using creative pedagogy and strong shifts away from violent and humiliating punishment, affirming the value of arts‑based methods in creating inclusive, respectful learning environments.