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The article traces how COVID-19-driven changes affected course delivery and outcomes, while small-group learning supports social inclusion for participants experiencing isolation. 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Theatre and drama as education and as therapy. This article charts and reflects on several ACE arts-based courses and community theatre productions that have changed due to the COVID-19 pandemic and the professional experiences ofthe teacher. Change for individuals via education occurs intentionally and unintentionally and needs to be documented, with some examples presented here. If personal change and development were the intention of the courses described here, then participants did have the opportunity to integrate their self-discoveries into their real lives, potentially leading to transformation. The teacher being aware of, and skilled in, emotional regulation strategies can benefit students and teachers in all forms of learning, specifically adult community education. The students in the course described in this article have transformed from anxious, self-doubting individuals into empowered, self-confident people who bravely create their own acting techniques.  \n208 Rob Townsend and Jeffrey Bryant Jones  \nKeywords: performance, acting, personal development, theatre, community, social contexts, social isolation  \nIntroduction  \nThis article outlines the reflections and research about the experiences of a teacher and students of acting and performance courses, workshopsand performances produced by Hobo Playhouse in Victoria, Australia. Hobo Playhouse presents small-scale plays on social realism themes such as homelessness, mental health, and social isolation, and in recent years has facilitated adult education courses and workshops for people wanting to learn acting skills. Courses have included Let's Act-An Introduction to Method Acting, Scene Study; Creating a Character, Improvs and Imagination, Acting for Beginners I, Acting for Beginners II plus one-day and online workshops on Introduction to Method Acting; Impulse Acting; and Personalisation. All the short courses run for eight weeks, and each session runs for three hours with a maximum of eight adult participant places. Hobo Playhouse plan their performances and courses with a philosophical connection to small group learning that creates opportunities for people who experience social isolation in regional and rural communities to participate in learning activities of their choosing that are safe,‘intimate’ and playful (Millis, 2014) .  \nHobo Playhouse courses, workshops and productions are conducted in community-owned and managed venues, Maldon Neighbourhood Centre, Castlemaine Community House, Creswick Community Theatre, Kyneton Bluestone Theatre and Emerald Community Theatre. These venues and their calendars of events promote adult learning, through community access to a range of programs aimed at reducing social isolation in rural, and regional communities via participation in community activities. The acting and performance courses focus on specific philosophies and theories, including the principles of Stanislavski (Pia, 2006) and Strasberg (The Lee Strasberg Theatre & Film Institute, 2024) and Hagen (Hagen, 1991); they include a diversity of individual and small group activities that expand the five human senses, imagination, concentration, communication, and emotional recall.  \nAdult, community education in acting and performance as personal development: 209  \n“I can look people in the eye now!”  \nThe teacher initiated the acting and performance courses and workshopsin Maldon to ‘give something back’ to the acting and performance industry which he affirms changed his life after completing a method acting course in Sydney in the 1980s. He credits the course for enhancing his self-confidence and self-esteem, w","cbCaigTTM9ENd7Nj","https://ap.wps.com/l/cbCaigTTM9ENd7Nj","pdf",235572,"English","# Introduction\n## Course context and delivery by Hobo Playhouse\n## Philosophies and theories underpinning the courses\n## Teacher initiative and course aims\n## Small-group learning and adult participation","[{\"question\":\"What organizations and locations are central to the article’s course context?\",\"answer\":\"The article focuses on Hobo Playhouse and its activities across community-owned venues in Victoria, Australia, supporting adult education through theatre and drama programs.\"},{\"question\":\"How did the COVID-19 pandemic influence the courses and their outcomes?\",\"answer\":\"COVID-19 lockdowns prompted online work with past students and local actors, and post-pandemic programming included a course focused on health and wellbeing without a direct performance end product.\"},{\"question\":\"What role does small-group learning play in adult learning outcomes in the courses?\",\"answer\":\"Small-group learning enables adults to work together in small sets, helping them think critically, master concepts, and reflect on and apply learning to real-world situations while supporting motivation toward shared goals.\"}]","Adult, community education in acting and performance as personal development: “I can look people in the eye now!” | PDF",1792076976]