The Journey🛫: Sri Lanka →Malaysia→Hanoi
The journey to Hanoi started with a 3-hour flight to Malaysia, followed by another 3 hours to Hanoi. We met up at 8 pm on September 25th, right after a long day at school, already exhausted but buzzing with excitement. During check-in, while waiting to board and hoping for some much-needed sleep, Liraya pulled out her tiny digital camera and suggested we make an ISTA vlog. It was a great way to break the ice. Alex and I ended up as the vlog MCs, which was a blast. Honestly, the airport was the real bonding spot for us as a group. It was midnight, and instead of napping, we were cracking jokes, playing icebreaker games, and chatting about our expectations for ISTA and all the food we were planning to try, with Liraya capturing it all on her camera.
The Malaysian airport quickly became everyone’s favorite. We’d set up camp at Starbucks and split into smaller groups. The first task was exchanging our dollars for Vietnamese dong ($ -> ₫), which felt oddly grown-up. I was 18 (and so was Jed, just barely), so everyone younger kept asking us for help with exchanging money. After that, we’d pair up to scout for food. My go-to spot was Starbucks (I’m a coffee addict), and I desperately needed it to shake off my crankiness and stay awake during our 3-hour layover.
Thankfully, Mrs. J planned our trip in a way that so we arrived a day before ISTA started and left a day after it ended. This gave us the perfect chance to explore Hanoi, soak in the city vibes, and not feel rushed between all the theatre workshops.
DP 5 day
After landing the next morning, we took some time to rest at our hotel before getting familiar with our main hangout spots for the trip. We had three key locations that we kept moving between so often that we memorized the routes pretty quickly. First, there was our hotel, Daewoo Hotel then the host school, Hanoi International School (HIS), just five minutes away, and finally, Lotte Mall, conveniently located right across from the hotel. the hotel had a lot of Korean influence, and everything in that area, from the mall to the small street shops, had a very Korean vibe.
That evening, because of our early arrival we decided to head to the mall for dinner, explore a bit, and do some shopping. We split into two groups—boys and girls. The guys went for Korean BBQ and sat at a separate table, while we girls snagged a private room to continue filming Liraya’s ISTA vlog. Afterward, we wandered through the mall, checking out stores. the mall even had one of those classic photo booths. By the time we found the boys again, Jed was proudly carrying a bucket of crispy chicken. Naturally, we all squeezed into the photobooth and snapped some fun pictures, capturing the chaos of the moment. Since it was our last ISTA trip as seniors, I kept insisting we take a special photo together. But instead of saying “DP 2,” I accidentally said “DP 5” because there were five of us, and now we’ve been calling ourselves that ever since. personally, this was one of my favorite days… the rest of the evening was spent with us mostly getting intimidated by the other schools (we found out the next day that they felt the same way) and we explored our hotel more, we played a game of werewolf on the first night by the pool while the other schools were getting briefed by their teachers.
About ISTA-TAPS Perspectives
ISTA is the IB Theatre trip that gives students a hands-on, intensive three-day practical theatre experience and two live performances. It’s a chance to explore theatre concepts beyond what we usually learn in class.
This year, the International School Theatre Association (TAPS) was held in Hanoi, Vietnam, which felt fitting because my classmate Irina had studied at UNIS Hanoi, one of the schools helping to organize the event along with the host, Hanoi International School. The event also included a journal with our schedule and guiding focus questions for reflection, which explored the key IB Theatre units through workshops based on the Solo Theatre Project, the Collaborative Project, the Production Proposal, and the Research Presentation. The workshops were run in a rotation, with students shuffled between schools to form five different ensembles.
Workshop Day 1
The morning started with Senaka barging in to wake Irina and me at 6:30. Despite getting up early, we were all completely drained from the flight, so getting ready was a slow process. I noticed the other girls weren’t up yet, so I made my rounds to wake them up—this quickly became a morning ritual, along with me borrowing Liraya’s mascara every single time. Surprisingly, breakfast became my favorite meal of the day. I usually skip it, but having a hot bowl of pho first thing in the morning was an amazing way to kickstart the day.
after the 5-minute bus ride to HIS, all the schools gathered in the auditorium. We received journals with our schedules and went through some icebreaker activities. I was placed in Ensemble 4 with Yethmin, which was a relief since I knew someone right from the start. Our first workshop session was about exploring Hát tuồng (Research Presentation), a classical Vietnamese theatre tradition similar to Chinese opera. The dialogues are sung rather than spoken, which gives it a unique, melodic vibe. We were welcomed by four performers (two musicians and two actors), who introduced us to different character types in Tuong, like the old man, the king, the villain, the flirtatious woman, and the fox.
The best part? They had us mimic the movements of each character. Yethmin and I went last, tasked with copying the movements of a performer who acted as a woman transforming into a fox. It was pretty hilarious when we had to practice different types of laughs—starting with a loud belly laugh and transitioning into a thin giggle. I found the way of teaching helpful, especially because it was so fitting to our research presentation unit in which we get to explore a theatre tradition of our choice, the skills I learned from this were something I wish I had the opportunity to incorporate in my performances.
The workshops were two hours long, with breaks in between. At first, being surrounded by unfamiliar faces was a bit daunting, but it was a relief to catch up with my group at lunch, where we all naturally gravitated back together. Somehow, Alex and Senaka had already made new friends within the first two hours, which encouraged the rest of us to start breaking out of our shells too. during lunch Irina introduced me to her friend Noma who she knew back when she went to UNIS, luckily Noma was in my ensemble and she and I got super close during the next few weeks. that’s also the nice part about these short inter-school trips, no one wastes much time, they all become friends quickly and make the most out of the little time everyone has together.
The second session focused on performing theatre theory(Solo Theatre Project). Nita, the DP specialist, brought in Vietnamese actress Huong Phung Giang, who taught us the Sanford Meisner repetition exercises in acting training. In this workshop, we went through three steps of repetition exercises designed to train the actors’ listening and reacting skills. Focusing on the “reality of doing,” Huong emphasized that acting should be about doing rather than pretending. The idea was to focus on what’s happening outside of yourself and connect with the other actors on stage. It was a fun exercise since there were no specific lines. We simply paired up, repeated a funny phrase or statement, and reacted to each other.
we had an hour for a break during which we ordered a few drinks and got to know more people from other schools, we started introducing each other to all the new people we met from each of our ensembles which I found to be very wholesome. HIS was also super kind to be hosting our dinner and after that…
We ended the first workshop day with a visit to the Vietnam National Puppetry Theatre to watch a traditional water puppet show. Despite the language barrier, the performance was captivating. The show was set outdoors, and the natural environment was cleverly incorporated into the performance, enhancing the overall experience. I also loved how the actors broke the fourth wall, engaging with us even though we didn’t understand the language. The energy of the puppeteers and the vibrant atmosphere gave us a beautiful glimpse into Vietnamese culture. It was inspiring to witness the craftsmanship and dedication behind this unique art form. The staff even let us try out some of the props attached to bamboo sticks, revealing the intricate mechanisms and thought that went into the staging. They also modernized the show by incorporating live actors, dances, and scenes depicting Vietnamese farm life, making it more relatable for today’s audience. It was a perfect example of how art transcends language barriers, connecting people through shared experiences. By the end of the day, I felt a strong connection with everyone in my ensemble, and it was clear that these shared moments were already bringing us closer together.
IB Learning Outcome 2: Demonstrate that challenges have been undertaken, developing new skills in the process.
IB Learning Outcome 5: Demonstrate the skills and recognize the benefits of working collaboratively.
Workshop Day 2
The morning began with a familiar routine—Senaka and Alex greeted us, with Senaka blasting music from a speaker as our wake-up call. At the school, we had the usual icebreakers(conducted outside), it was involved a lot of collaboration and after we dove straight into a reflection session on the previous day’s workshops. We discussed the universal themes conveyed in the water puppetry performance, such as coming of age, agriculture, relationship dynamics, and celebrations. It was a unique experience because, unlike other live performances I’ve seen, this one lingered in my thoughts, pushing me to analyze the director’s intentions and compare it to other traditions like Punch and Judy’s slapstick comedy. The reflection journal was a helpful tool for capturing these insights.
The first session of the day focused on collaboratively creating original theatre, led by Linh Valerie Pham. She introduced us to a suitcase filled with various objects, asking us to create short movement sequences using them. I chose a book as my prop, with the goal of “not taking away the human experience but expanding it.” We explored postmodern techniques, transforming the meanings of objects. In one exercise, we formed a triangle and mirrored the movements of the person at the point, synchronizing as a group. This was particularly useful for Yethmin and me, as we incorporated these skills into our Collaborative Theatre Project (CTP).
Later, we split into two groups to devise a 5-minute performance using props found in the room. My group chose a page from Milk and Honey as our starting point, creating a scene set in a bustling train station where passengers handed the protagonist a page, representing their stories. As she read her page and exited, we added atmosphere by repeating lines like, “What’s the time?” and “Where is station 13?” It was fascinating to see how quickly we collaborated, developing a meaningful piece despite having only just met. The exercise highlighted how repetition can build a shared understanding.
In the next session, we explored IB diploma perspectives, delving into renowned theatre theorists and techniques for impromptu performances. We shared experiences from our respective schools, which were insightful and gave me new ideas for my upcoming theatre work. One standout exercise involved Jacques Lecoq’s and Michael Chekhov’s ‘7 Levels of Tension.’ We practiced transitioning between different tension levels while acting out scenes with just two lines, reinforcing the importance of physical and vocal expression. It gave me a better grasp of how to convey different energies through nuanced movements and voice modulation.
Before ending the day with a live performance, Mrs. J suggested we walk to Lotte Mall to look around and grab a bite. This was honestly my favorite part of the day. At the grocery store, tiny sampling stations dotted the aisles, offering a taste of various Vietnamese delicacies. As always, our group split up, leaving Abeer, Liraya, and me together. Liraya’s camera was full, so we switched to vlogging on Abeer’s phone. That’s when we bumped into Alex, who had a tower of sample cups in his hands—he’d clearly tried everything and urged us to do the same. We went around taste-testing and even tried durian iced coffee (my least favorite, but Mr. Lakshita surprisingly liked it). Naturally, I picked up some Vietnamese iced coffee to take back with me.
Another highlight of ISTA for me was the spontaneous bus rides, starting with Senaka pulling out his large speaker, stuck under the backseat of our cramped van. OSC had been playing music on every bus ride, and it certainly wasn’t going to change just because we were with another school. It started innocently enough, with each of us queuing up different songs, from Bollywood hits to Western pop. The HIS kids, initially silent, soon joined in, even the teachers swaying to the beat. But when we cued up a song in Sinhala, something shifted. Despite our diverse backgrounds, everyone at OSC knew this song, having heard it countless times at SAISA, OSCARS, or other school events. The van became more cramped as we danced and laughed, the HIS kids vibing along despite never hearing anything like it before. It made me realize how music can transcend cultural barriers, creating a shared experience out of a simple bus ride.
The day ended with another live performance at UNIS, Irina’s former school. We took a few moments to explore the campus before the show. This time, it was a modern puppet theatre piece created by Linh and her husband. The performance tackled themes of pollution and urban decay in Vietnam, contrasting past and present through multimedia elements like projections and hand-carved props. The puppets, varying in size and design, revealed intricate mechanisms. It was equally engaging as the traditional water puppetry, though it had a different, more contemporary atmosphere.
IB Learning Outcome 2: Demonstrate that challenges have been undertaken, developing new skills in the process.
IB Learning Outcome 5: Demonstrate the skills and recognize the benefits of working collaboratively.
IB Learning Outcome 6: Demonstrate the ability to engage with different cultural perspectives.
Workshop Day 3
As I write this, I’m realizing how quickly the days flew by. Just like the previous mornings, we arrived at HIS, started with a reflection session led by the IB specialist, and dispersed into our ensembles. Today’s focus was on staging playtexts, part of the production proposal unit, led by Quentin Delorme. We kicked off with icebreaking activities before splitting into groups. The session was similar to Linh’s earlier workshops, where we worked collaboratively, applying techniques from various IB perspectives.
We were given a script and tasked with creating a sensory staging using only the items around us. The cramped room limited our choices, but it was exciting to see the creativity in each group’s presentation. One group used plants and light to depict a riverbank. My group positioned blue chairs diagonally, placing phone flashlights underneath and playing a rushing water sound on Spotify. We experimented with the room’s lights and different blocking methods. This session was incredibly helpful, especially since I struggled with production proposals in my mock exams last year. It clarified a lot of the dos and don’ts, giving me confidence for future assessments.
After the session, we had lunch, said goodbye to some schools that left early, and gathered in the auditorium for final reflections and takeaways. The last moments of ISTA were spent dancing in the auditorium, taking pictures, sharing contacts, and making plans for what OSC could do next.
In the evening, we planned to visit Hanoi’s Old Town—a popular tourist spot—but a sudden rainstorm forced us to change plans. Instead, we rerouted to a nearby mall. Initially, I wasn’t thrilled about it; after all, we’d come all the way from Sri Lanka to Vietnam. But I decided to make the most of it, picking up gifts for my family. Yethmin even helped me get a LEGO flower set I had my eye on. We had dinner, bumped into our teachers, and met a few of Irina’s friends from UNIS along with Noma’s younger brother, who was a lot of fun. It was an unexpected yet memorable evening.
One thing I still wanted from this trip was the classic “What the Pho” tourist T-shirt, which I couldn’t find at any of the fancy malls. Luckily, Samaira and Shauna from Hangzhou International School promised to pick one up for me. Their kindness was a reminder of the friendships formed during this trip, and I hope to meet these people again soon
IB Learning Outcome 1: Identify own strengths and develop areas for personal growth.
IB Learning Outcome 2: Demonstrate that challenges have been undertaken, developing new skills in the process.
IB Learning Outcome 5: Demonstrate the skills and recognize the benefits of working collaboratively.
IB Learning Outcome 7: Recognize and consider the ethics of choices and actions.
Last day: the journey back
Woken up by Senaka’s music once more, Irina and I scrambled to finish some last-minute packing. Yethmin came in clutch, letting me store my shopping in his extra suitcase. The breakfast bar was emptier, with only Jakarta International School (JIS) and OSC left.
The bus ride to the airport was super chill—no music this time, Instead, we wished Irina’s grandma a happy birthday in Dutch. You only get people half-asleep or having those random deep chats when everyone’s too tired to filter their thoughts. At the airport, we split up: some went hunting for souvenirs, others for mochi, and obviously, a Starbucks stop was mandatory. We ran into the JIS group one last time and said our goodbyes.
The trip back was kind of a blur—Vietnam to Malaysia, then Malaysia to Sri Lanka. The layover in Malaysia was funny because we landed at a different terminal, and we all had this moment of, “Wait, where are we?” Five of us seniors stuck together decided to risk it and took a bus to the right terminal. It could have gone so wrong, but it ended up being this wholesome little DP 5 bonding moment. We even grabbed lunch together, which never really happens. By midnight, we touched down in Sri Lanka, tired but kind of buzzing from the whole trip. We said our goodbyes and headed home.
It’s crazy how much we packed into just a few days. The workshops pushed us beyond what we usually do in class and gave me a lot of fresh ideas for my solo theatre piece and upcoming projects. It was just a solid mix of learning, bonding, and some genuinely funny moments—definitely one of those school trips that sticks with you.
This experience pushed me out of my comfort zone, helping me adapt quickly to new environments and work effectively with a diverse group of people, skills that are essential for my growth in both theatre and future academic endeavors.
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