Education to Theatricality inside Secondary School, Art and Body
Author(s)
Gaetano Oliva
ABSTRACT
The aim of this study was to present results of Education to Theatricality (IT: Educazione alla Teatralità) as scientific research and innovative pedagogy in the sector of the education of the person. Education to Theatricality has a lot of purposes to contribute to the psycho-physic well-being of each person; particularly it wants to help everyone to realize himself, as human being and as social actor; it wants to give everybody the chance to reveal his own diversity and specificity, because everybody has a message to convey through his body and his voice. The Education to Theatricality wants to stimulate skills, it wants to develop a better awareness of interpersonal relationships; it wants also give space to the assignment meaning process, because it considers “doing” as important as thinking, which permits to develop awareness about personal acts. Education to Theatricality is a science that includes pedagogy, sociology, human sciences, psychology and performative art in general. The scientific nature of this discipline allows to apply it to the most part of the contexts and of the persons, because it has in the centre of its pedagogical process the human being, as such he is and not necessarily with any skill. The training of the actor-person is one of the most important principles of the Education to Theatricality: the most important purpose is the development of the creativity and the imagination through a work, based on scientific principles that the actor-person leads on himself. The ultimate aim of this science is not to transform the human in an actor-object, shaping him just for packed shows that can be easily sold, but to allow him to enhance his own qualities respecting his personality. The theatrical activity in the school and in the educational centers for children teenagers stimulates and protects the inventive skills of the students.
The aim of this study was to present results of Education to Theatricality (IT: Educazione alla Teatralità) as scientific research and innovative pedagogy in the sector of the education of the person. Education to Theatricality has a lot of purposes to contribute to the psycho-physic well-being of each person; particularly it wants to help everyone to realize himself, as human being and as social actor; it wants to give everybody the chance to reveal his own diversity and specificity, because everybody has a message to convey through his body and his voice. The Education to Theatricality wants to stimulate skills, it wants to develop a better awareness of interpersonal relationships; it wants also give space to the assignment meaning process, because it considers “doing” as important as thinking, which permits to develop awareness about personal acts. Education to Theatricality is a science that includes pedagogy, sociology, human sciences, psychology and performative art in general. The scientific nature of this discipline allows to apply it to the most part of the contexts and of the persons, because it has in the centre of its pedagogical process the human being, as such he is and not necessarily with any skill. The training of the actor-person is one of the most important principles of the Education to Theatricality: the most important purpose is the development of the creativity and the imagination through a work, based on scientific principles that the actor-person leads on himself. The ultimate aim of this science is not to transform the human in an actor-object, shaping him just for packed shows that can be easily sold, but to allow him to enhance his own qualities respecting his personality. The theatrical activity in the school and in the educational centers for children teenagers stimulates and protects the inventive skills of the students.
KEYWORDS
Innovative Pedagogical Models, Art Education, Aesthetic Education, Early Childhood Education, Special Education, Theatre Education
Innovative Pedagogical Models, Art Education, Aesthetic Education, Early Childhood Education, Special Education, Theatre Education
Cite this paper
Oliva, G. (2014) Education to Theatricality inside Secondary School, Art and Body. Creative Education, 5, 1758-1775. doi: 10.4236/ce.2014.519197.
Oliva, G. (2014) Education to Theatricality inside Secondary School, Art and Body. Creative Education, 5, 1758-1775. doi: 10.4236/ce.2014.519197.
References
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[1] Dotti, L. (2006). Storie di Vita in Scena. Il Teatro di Improvvisazione al Servizio del Singolo, del Gruppo, della Comunità. Torino: ANANKE. [2] Gardella, O. (2007). L’Educatore Professionale. Finalità, Metodologia, Deontologia. Milano: Franco Angeli. [3] Grotowski, J. (1970). Per un teatro povero. Roma: Bulzoni. [4] Guatterini, M. (2008). L’ABC della danza. La storia, le tecniche, i capolavori, i grandi coreografi della scena moderna e contemporanea. Milano: Mondadori. [5] Iori, V., Arioli, A. A., Bruzzone, A., Carosio, D., Casadio, E., Chiappini, I., Crescini, C., Dallari, S., Di Pietro, M., Dosi, A., Formenti, M., Frare, L., Gianotti, P., Guzzoni, F., Iori, A., Mapelli, V., Musi, M., Nicolussi Perego, E., Oliva, L., Stramaglia, G., Triani, M., & Zagatti, F. P., (Eds.) (2012). Animare l’educazione. Gioco pittura musica danza teatro cinema parole. Milano: Franco Angeli. [6] Musaio, M. (2007). Pedagogia del bello, suggestioni e percorsi educativi. Milano: Franco Angeli. [7] Oliva, G. (1998). Il teatro nella scuola. Milano: LED. [8] Oliva, G. (1999). Il laboratorio teatrale. Milano: LED. [9] Oliva, G. (2005). Educazione alla teatralità e formazione. Dai fondamenti del movimento creativo alla form-a-zione. Milano: LED. [10] Payne, H. (1997). Danzaterapia e movimento creativo. Trento: Erickson. [11] Pitruzzella, S. (2009). Manuale di Teatro Creativo. 200 Tecniche Drammatiche da utilizzare in Terapia, Educazione e teatro Sociale. Milano: Franco Angeli. [12] Salati, E. M., & Zappa, C. (2011). La pedagogia della maschera. Educazione alla Teatralità nella scuola. Arona: Editore XY.IT. [13] Santerini, M., & Triani, P. (2007). Pedagogia sociale per educatori. Milano: Educatt. [14] Testa, A. (2005). Storia della danza e del balletto. Roma: Gremese Editore. [15] Triani, P. (2002). Sulle Tracce del Metodo. Educatore Professionale e Cultura Metodologica. Milano: I.S.U. Università Cattolica.