Learning to Teach "Theater "
Report Update Course
The course is articulated within two months from 24 January 2007 to March 14, 2007 with a meeting of two hours per week (on Wednesdays from 17:00 to 19:00). The course was attended by a variable number of teachers, 8:00 to 12:00.
The "Material Theatre" which formed the path workshop were as follows: History and Theory of Theatre, Acting and approach to Character, Education of the voice, body expression, improvisation.
The route took place on the line in two different directions: a theoretical conducted by the playwright-director Emanuele Faina, and a practice run by two actresses-forming Arianna Demi Donati and Christian.
THE PATH ...
... started with the understanding of what theater is and what is not, what are the characteristics of action on stage, how you can make a real 'emotion. The exercises chosen
have given way to the student-teacher to lose the feeling of "pre" and "superstructure", and to discover and experiment with different expressiveness, more conscious and theatrical.
A part of the course was devoted to testing themselves of exercises leading to the understanding of some basic dynamics of theatricality: the bringing into play the real emotions and real feelings, the expression of a mood, empathy, invention. Through these exercises, the teachers, they are aware of the correct steps that lead to communication and dramatic expressiveness. A
'other part of the course was aimed to provide teachers with useful tools to work with children. Through a series of theatrical exercises, suitable and adaptable to children, the teachers understood how and why the means of theatrical works on the child's difficulties and of the class. The work, as a whole, it was proposed to create a theatrical consciousness in teachers through the basic understanding of the expressive potential of the individual and the group. The teacher participants were extensively involved in work, receptive to the content, excited and involved during the exercises.
theory lessons
... ... have provided useful concepts for the activation of a drama workshop led by the same teachers in the school. Through a first approach, which aims to summarize the history of the theater, the teachers were led to the discovery of theater pedagogy, or "theater as a tool to ...." From here we started to discover some basic contents concerning the message you want to convey through a dramatic text, a stage set, a play. In this regard, in the first lecture, each teacher was asked to write a short text, "dramaturgy" correct, from an emergency staff. The texts were read and analyzed in the last lesson of the course, in the light of knowledge gained during the entire course.
The second lecture was devoted to understanding the difference between what is said and what is read. Teachers were asked to read some passages and poetic theater trying to interpret the content.
In this lesson you were introduced important concepts such as the keyword, the pause and pause psychological technique, intonation and the intention the importance of proper articulation phonetics. The teacher-participants have shown great interest and have learned the basics of reading and interpretation dramatized. They have also acquired some tools to operate on small speech defects.
practical lessons
... ... took place through a series of exercises (exercises theatrical base) which, when replicated in children, lead to the development of skills such as listening, attention The discovery of some possibilities of expression, the relationship between the individual and the social relationship between the individual space. Teachers have been conducted through improvisation exercises that have made them aware of some physical and automation of some of the dynamics of expression. They were then driven to put themselves in the game through the years of trust, aimed at creating unity within the group through trust in others. An entire lesson was devoted to vocal teachers were led through exercises that require use of diaphragmatic breathing and conscious of the issue of sound. It 'been dealt a lesson on gesture with improvisation exercises leading to the search for a spontaneous gesture, a real and conscious. Ample attention was also given to work on space: how to move on stage and why.
Conclusions
We feel very satisfied with the results obtained from this location. The teachers have shown us and reported a high rating.
addition, we had some proof of what content was actually acquired by the teaching staff who have, by now, used in their class groups.
The objectives that we believe we have achieved through their work with teachers are: the acquisition of a basic education stage, the development of a theatrical sensibility, a greater awareness of the expressive possibilities, some theatrical means to intervene on the difficulties children, the discovery of a new language and knowledge, the ability to overcome some limitations.
We believe that this experience has laid the groundwork for a future and successful collaboration, which could lead to a constant search for educational opportunity and exchange between experts on theater and school teachers.
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