Oral Narrative

Ángela Arboleda (Equator)

Language of the workshop: Spanish

One day Ángela discovers the Oral Narrative as a discipline and her life will no longer be the same. For 20 years she has been touring all the Iberoamerican festivals on this genre.
She is the director of the Imaginary Cultural Corporation with whom she works on the research and enhancement of the Oral Tradition. Her studies in Construction and Representation of Cultural Identities leads her to teach at the University of Arts in Guayaquil. She also directs the International Oral and Teaching Sessions All what we invent is true but her heart truly belongs to the Scholarship of Oral Narrative for children, known as “Un Cerrito de Cuentos and their Sub 21, Sub 18 and Sub12 of the tale.


For 10 years Ángela has been working in creating The Sub 21 of tales, The Sub 18 of tales and The Sub 12 of tales, these are performative oral narrative groups formed by children and youth from working-class neighbourhood in Guayaquil who have found in oral narrative a form of expression.
She has taught them to tell a story, discovering in the process their own stories and voices. The ultimate aim of this workshop is to work on your own stories helping others to find their


The purpose of this workshop is to work on creating, with children and youth, exercises of Oral Narrative, for this purpose we will use our personal memories (or episodic), our collective memories, magic thoughts and our passion for sharing our own stories. As a result, we will empower our voices creating an affective community.
By talking and playing, we expect to find the way of applying this method considering each participant case.


  • To create a complete Oral Narrative procedure. Thus, participants will be able to implement it in a group.
  • To build mechanisms to be able to narrate your own story “your tale”
  • To work with different kind of resources: fantasy, family, literary…etc, so it can be adapted to different contexts.

Drama in Education

Veronika Szabó (Hungary)

Language of workshop: English with simultaneous translation to spanish.

Veronika Szabo is a theatre maker, performer, and director specialised in Drama with Communities. This places her in diverse community settings with migrants, refugees, homeless people, women groups, minors, and people with disabilities, among others. For over 10 years, Veronika has been creating participatory and immersive, site specific performances in non-conventional spaces, inviting participants to play a more active role in society and to rethink space. Her proposals also encourage them to re-imagine their reality and empower themselves through the creation of fiction and games based on our own stories, colectivising them in the process. Veronika’s work often touches on gender issues approaching them from a clown and absurd perspective, a key element in her art.

Educational and professional background

She has studied contemporary physical theatre at Royal Central School of Speech and Drama (London), Applied Theatre at Unviersity of Goldsmiths (London), Theatre and Education at Hungarian Drama and Theatre in Education Association (Budapest), and sociology at Corvinus University (Budapest). She has also been a member of London Clown School (London), artist in residency at L1 Association (Budapest), and associate artist at MK Gallery (Milton Keynes, UK), creating participatory performances. Veronika has collaborated with several theatre companies in different countries, such as Hungary, France, Greece, Spain and UK.


Drama in Education (DIE) is a methodology for educational intervention which is well-established in the UK. DIE involves playing on two levels: on the one hand, a ficitional story serves as a starting point to create a whole universe with its own laws and conventions. On the other hand, participants experiment in first person the circumstances and emotions of the story’s characters through Role Play. This is, they play with the interaction between the fictional and real worlds, having to accept both of them for the process to unfold. In other words, they play in an imaginary world with real emotions, each participant taking on a unique and individual role.


  • To find and define our identity in agreement and in opposition to those ideologies that we must follow or are part of our environment.
  • To become aware of the world and our physical and social environments.
  • To learn about and understand a topic through action, play, and creativity.
  • To gain self-confidence in confronting complex vital issues.
  • To develop empathy, cooperation, trust, and group cohesion.

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