Grades 1 to 3 participate in a song about accepting each others' differences in "No Monkey Business: Us and Them". Free State 2004

The rising HIV prevalence in Africa highlights the need for a more effective HIV/AIDS prevention program that targets children and youth. The epidemic forms part of a complex and multi-dimensional web of factors, such as poverty, neglect, sexual abuse, community and domestic violence, and substance abuse, all of which makes its people, especially the young, vulnerable to further exposure and exploitation, with frequently fatal results. According to the UNAIDS 2005 epidemic update, there is no sign of AIDS relenting in Southern Africa and a multi-faceted long-term approach is advised. Over 10% of all new HIV infections worldwide occur in South Africa (a total of 5.3 million are now HIV+), 76% of South Africa’s approximately 19 million children live in poverty. (Child Poverty Monitor No 1, Streak, J. 2002) and an estimated 20% of children live with neither of their parents and many of these children are acting as breadwinners, and primary care-givers in child-headed households.

It is within the confines of this milieu that we need to equip young people with the skills, knowledge and attitudes for positive healthy living, and indeed, basic survival. Children and education are the future. With the dissolution of family and community structures, due to migrant labour, informal settlements, the rising AIDS death toll, one of the best ways (in many cases the only way) to reach children, is through the school system. Schools are a platform to influence behaviour, values and attitudes enabling young people to grow into confident and responsible citizens. arepp:Theatre for Life’s objective is to assist young people in handling themselves, within this context, of finding the best possible solutions to their own problems, and ultimately in being able to recognise and avoid ever getting into the situations, which may be in conflict with their own value systems, frightening, dangerous or potentially life-threatening.

Grade 12's waiting for a performance. KwaMashu 2002

HIV/AIDS education is ineffective unless it takes into consideration the complexity and sensitivity of the issues involved, and the context in which it occurs. For this reason it needs to adopt a holistic view on health and personal development. Attitudes and beliefs have to be changed regarding the key personal and social issues that AIDS highlights - the notions of sex, death, gender, relationships, community and sexuality.

Sexuality impacts fundamentally on every area of social interaction, and, as such, is burdened with all our social conditioning, our cultural and religious perceptions and our concepts of self. It is vital that we address, examine and demystify sexuality in order to understand ourselves and our motivations, and thus the forces behind what drives us and our society. Dealing with sexuality demands that one also highlight and address such issues as gender stereotyping, equality, respect, tolerance and understanding, and gender empowerment; issues that are so intertwined with the perceptions and ramifications of the roles and notions of sexuality. Addressing sexuality also impels us to address human rights, communication, relationships, choice and self-confidence which are so much a part of the ideas of ‘self’.

Grade 7's eagerly participate in a discussion after a performance of "About Us: Don't Think So". Mpumalanga 2004

At the same time these attitudes and problems need to be addressed without threatening or destroying their intrinsic value to the individuals that hold to them, their communities or their cultural beliefs. They also need to be addressed as early in life and development as possible, to combat and balance the mores and impressions gleaned and imbibed from such powerful influences as the media and social conditioning. They have to be tackled amongst those who are most vulnerable and receptive – the youth. It is the youth who have to learn to value themselves and their hopes, and believe in themselves, and their abilities, if they are ever to internalise these issues and make changes in their lives.

Youth are significantly vulnerable in this area as they are in the process of establishing the core values and attitudes which they should carry with them into adulthood. The Life Orientation Curriculum is an existing structure through which these principles can and must be enhanced and supported.

HIV/AIDS and life skills education needs to be experiential and inclusive and should be expressed through integration in all learning areas, avoiding isolating it in a curriculum. Knowledge must be combined with the opportunity to practice skills and to challenge attitudes, values and behaviors. Furthermore, youth benefit from having entertaining and engaging resources in order to maintain their interest and create a space to address these issues – dramatized stories are powerful tools for both educators and learners.

Summary of issues tackled:

• provision of information regarding rights, HIV/AIDS, STI’s, abuse, rape, pregnancy, sexuality, homosexuality, and substance use and the support structures that exist to support and further inquiry;
• living with HIV/AIDS in our society, including the role of HIV+ people and the society's responsibility;
• the role of the condom in sexual relationships, and the myths and taboos regarding its use;
• the myths and lack of transparency surrounding HIV/AIDS, sexually transmitted infections, sexual behaviour, basic rights, relationships, and living with HIV;
• Gender emphasis, challenging and highlighting pre-conceived notions and stereotypes regarding the roles of men and women, and their place in society;
• exploring and challenging the common myths and misconceptions surrounding the specific issues of abuse, battery and rape;
• the notions of responsibility in relationships, the ‘roles’ and ‘duties’ of the respective partners, concepts such as 'trust' and ‘love’;
• the importance of self-empowerment, body awareness, self-image and self-worth;
• the skills and knowledge to identify potentially ‘dangerous’ situations, how to avoid them, and where to seek help.