Theatre-Performing arts and prison education: limits, challenges, perspectives

---

Theatre-Performing arts and prison education: limits, challenges, perspectives

WORKING GROUP / DISCUSSION PANEL

Athens International Conference “Theatre/Drama & Inclusive Education”

Athens 23 March 2025

Hellenic Theatre/Drama & Education Network (TENet-Gr)

Language: Greek

Coordinator:

Giorgos Moschos, former Children's Ombudsman Greece

Guests:

Alkistis Kontoyanni, Professor Emeritus University of the Peloponnese – Theatre Studies Department, Greece

Theodora - Doretta Asteri, Counselor for Special and Inclusive Education at Piraeus Primary & Secondary Education Directorates, Greece

Ioanna Mitsika, choreographer,  facilitator of the Laboratory of Personal Development for Prison Inmates Greece

Stathis Grapsas director, facilitator of the Laboratory of Personal Development for Prison Inmates, Greece

Pepi Orfanaki Principal of “Korydallos Prison” Public School of Higher Vocational Training, Greece

Zoi Mastrothanassi Vice-Principal of “Eleonas-Thebes Women’s Prison” Primary School, Greece

Commentator: Dora Katsamori, researcher at “Democritus Centre”, teacher, Greece

Questions to be addressed by the Working Group:

• What conditions need to exist and what ethics need to be followed by persons visiting a prison to organize or participate in related actions (professionals or volunteers / students)?
• What special adjustments are needed in the actions, based on the characteristics of the participants (e.g. minors, drug addicts, women, etc.)
• What educational materials and aids exist and can be used?
• What difficulties and challenges are faced by the persons implementing similar actions?
• What needs to be provided by Government Μinistries to facilitate and support these actions?
• What kind of partnerships can there be with universities and/or public organizations?
• In what ways can the prospects for the presence and utilization of performing arts in prisons be enhanced?

---

 

SYNOPSIS by Giorgos Moschos & Dοra Katasmori

The Working Group " Theatre Education in prisons: limits, challenges, perspectives " took place in Athens Greece on March 23, 2025, as part of the International Conference "Theatre/Drama & Inclusive Education." The group was coordinated by Giorgos Moschos, and featured valuable short presentations and contributions to the ensuing breakout discussions from Doretta Asteri (also representing Alkisti Kontogianni, who was unexpectedly absent), Stathis Grapsas, Ioanna Mitsika, Pepi Orfanaki, and Zoi Mastrothanasi, while Dora Katsamori offered her critical commentary.
The session was attended by 30 participants, including individuals with extensive experience and contributions in the field, such as Takis Tzamargias, Nikos Armenis, and Despoina Karakatsani.
We based our discussion on the shared understanding and recognition that Drama as an Art Form, through its various approaches, can support incarcerated individuals by helping to reduce anxiety, foster values such as teamwork, discipline, and solidarity, and enhance self-confidence, initiative, reflection, resilience, and the redefinition of one’s life. These outcomes emerge through cognitive, emotional, and psychomotor processes.

Based on the questions raised for discussion, the following points, among others, were expressed—points that should be taken into consideration by any initiative that utilizes theatre and the performing arts in custodial settings:

When entering a prison to organize related activities, it is essential to:
•    Avoid starting with arrogance, but rather with a willingness to learn and to co-shape the content of your group’s activities.
•    Be there for the incarcerated individuals themselves.
•    See human beings, not “criminals”; refrain from questioning their criminal background, as for you, they are simply students.
•    Inform yourself about the specific conditions of the prison you are visiting and prepare accordingly.
•    Understand and carefully consider the particular characteristics of the population you are working with (gender, age, race, origin, etc.), avoiding all forms of stereotyping and prejudice.
•    Design activities that are easily adaptable to the realities of each group and each meeting’s conditions, taking into account participants’ age, background, and lived experiences they may wish to share.
•    Find a suitable space for your activity/workshop or shape it in a way that encourages collaboration and participation.
•    Have clear goals and discuss them with your group, aiming for shared objectives and agreed methods of working together.
•    Be insistent on clarifying the framework and boundaries of your group—elements that are essential for participants.
•    Show flexibility and respect for each group’s choices, and provide space for equal participation from all members.
•    Allow sufficient time and space for each member, taking their needs and requests seriously, with the ultimate goal of empowerment.
•    Continuously build group cohesion and cooperation, carefully monitoring the group’s dynamics and encouraging open communication.
•    Be prepared for changes in group composition, unexpected events, or obstacles that may arise in prison settings, and do not be discouraged by cancellations, absences, or sudden changes.
•    Promote reconciliation with oneself and with others.
•    Aim for self-awareness, empowerment, and empathy for all.
•    Consistently strive for transformation and self-determination of each participant and the group as a whole through the ongoing search for identity.
•    Act as a role model, with consistency and commitment to your group, engaging in constant self-assessment and seeking feedback from others.
•    Seek your own ongoing education and reflection, and foster dialogue with other individuals and organizations working in similar fields within the prison context.

The meeting also mentioned, among other things, the need for:
1.    Education for all, as at the moment only a very small percentage of prisoners (approximately 10%) enjoy access to school and/or some kind of educational program 
2.    Programmes of continuous education and scientific support and training of teachers working in similar structures, as well as prison officers
3.    Exploring possibilities for cooperation and interaction between members of the educational community and other professionals of the detention facility, such as joint theatrical actions, in order to highlight the need for mutual respect and to cultivate a climate of cooperation and communication between them in the context of the holistic approach of the trainee
4.    Creation of an organized and coordinated network of volunteers, who are prepared to enter and contribute to the educational process in the area of detention facilities  
5.    Continuous dialogue between prison education institutions and exploration of possibilities, joint actions and exchange of good practices
6.     Inclusion of visual arts education, with emphasis on theatre, in the teaching of formal education with permanent theatre teachers, theatre educators and other professionals  
7.    Integration of theatre teaching in an organized and permanent way in the tools of the penitentiary system
8.    'Opening' of prison to society with performances and other actions outside prison, giving the general public the opportunity to watch them and get in touch with this context
9.    The school should play a more essential role and be an umbrella for the promotion of theatre in education in all prisons
10.    Collaboration between the school in prison and the community, focusing on higher education institutions, highlighting the need for field research through joint actions, in order on the one hand to bring students, as future professionals, into contact with the subject of their studies and on the other hand the trainee prisoners to feel that society has not forgotten them.  which aim to eliminate all kinds of stereotypes and prejudices. 
-