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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:

  • either in a sequence of two week or one month sessions as in the PPP programme (Zambia and Nepal) for street performers and NGO /CBO field-workers.
  • or the mPPACT programme which was manifested in four phased training courses. (see also project design and coordination ) for school-teachers in in Greece, Cyprus, UK and Denmark.

Participatory performance Practices :

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"

mPPACT - a methodology for a Pupil and Performing Arts Centred Teaching.

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 . There is a brief photoessay describing the mPPACT process in the online MAZI journal of the Communications for Social Change Consortium (CFSC Consortium)