Basing on drama theory, social learning theory and activation theory of information exposure, this dissertation attempted to check out the strength of live drama as a communication tool for raising young people’s awareness about HIV/AIDS and to draw conclusions. This dissertation utilized a case study of DramAidE organization in KwaZulu Natal province of South Africa. Data collection techniques including in-depth interviews, focus group discussions, E-mail interviews, real life case studies, direct observations to desk reviews were used to gather data. The results represented live drama as a creative, interactive and fun way to raise young people’s awareness about HIV/AIDS. It was discovered that Live Drama is participatory, uses both word and emotion and combines entertainment to educate and communicate highly sensitive information. This makes it an excellent communication tool that easily appeals to the young people’s attention, enables them to to personalize the risk of HIV/AIDS and participate in finding their solutions to this problem. On the flip side, it was found that though live drama is highly productive in raising young people’s awareness about HIV/AIDS, it is disadvantageous because its performance may be limited because of the facilities, bad weather and the environment. Development of drama and preparation of performance takes long time, it is costly to buy costumes and live drama could potentially cause the viewers to try to practice some of the bad ideas they watch……


Chapter One: Introduction
1.0 Background
1.1 The Rationale of DramAidE
1.2 The Research Problem
1.3 Aim of the Research
1.4 Research Objectives
1.5 Research Questions
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Researchers’ self reflection in relation to this research
1.9 Shortcomings
1.9 Summary
Chapter Two: Literature Review
2.0 Introduction
2.1 Paradigms
2.2 Multiplicity and Participatory Paradigms
2.3 Alternative and Participatory Paradigms
2.4 Relevancy of these Paradigms to this Study
2.5 Development Communication
2.6 Health Communication Defined
2.7 HIV/AIDS Communication
2.8 Entertainment – Education Strategy in Health Communication
2.9 Entertainment – Education Compared With None Entertaining Strategies in Health Communication
2.10 Drama as a Communication tool in Communication for Development
2.11 Conceptual Framework
2.12 Drama Theory
2.13 Social Learning Theory
2.14 Summary
Chapter Three: Research Methodology
3.0 Introduction
3.1 Data Collection Methods
3.2 In-Depth Interviews…….

Source: Malmo University

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