Plan of Action for Theatre Recomendations

Transcription

1 English Version Plan of Action for Theatre Recomendations Drama/Theatre for Basic Education On the education view, Theater and Drama are therms used in different cultures with the same conceptual meaning. Drama Theatre is an area of aquisition and construction of knowledge in school. It should be present in the school curriculum attributing to it the same importance as the other areas of knoledge. On early childhood and primary education, Drama/Theatre should be part of the area of knowledge "arts", along with Dance, Music and visual arts, in an integrated and interdisciplinary program. Drama/Theatre should be present when any interdisciplinary program is conceptualized. Drama/Theatre should be considered as a methodology in primary school teaching. On the higher levels of the secondary and primary teachings, Drama/Theatre should be concepted in an independent area, being developed in an articulated way to the other artistic languages. FOR DRAMA/THEATRE EDUCATORS To develop activities on the Drama/Theatre teaching, it is recomended two models of teacher education, one with a "generalist" character, early childhood

2 and primary education, the other "specialist", for the higher levels of primary school and secondary school. The education of primary teachers in drama /theater takes place in two stages: pre-service or initial teaching education and, in- service, or continuing teaching education. Pre-service education, takes place before a teacher is certified to teach. In service education may take place at any point in the career of a certified teacher. The program of initial primary teacher education should emphasize the relationship between theory and practice. Study of specific methodologies and the realtion between teaching and reseach. Theatre artists who work with children should receive instruction in pedagogy. Pre-service education: 1 On the fromation of the generalist teacher, the Drama/Theatre área should compose the curriculum along withthe other artistic languages (Dance, Music and Visual arts),having each one of them a minimum of 60 hours.it is recomended, after the accomplishment of these four subjucet, another 60 hours for the development of interdisciplinary projects. Primary teachers who have not received this foundation in each art form in their initial teacher education should be encouraged to complete equivalent courses in the form of professional development In-service education:. All primary teachers (including those who have received a foundation in each art form) should be encouraged to participate in continuing education in the arts. Specific models of professional development to be considered for teachers of drama/theatre may include the following: a. A series of workshops, conferences and seminars to give primary teachers the basic skills for teaching the present curriculum b. Using specialist drama/theatre teachers as resource teachers in presenting cluster workshops for educating colleagues c. Using theatre artists and artist educators to teach courses in summer and day-release programs d. Using educational programs offered in theatre by cultural organizations

3 STRATEGIES FOR IMPLEMENTATION 1 Specific models of implementation that should be considered for the drama/theatre curriculum may include the following: Using specialist drama/theatre teachers as master teachers to teach drama/theatre at all levels in primary schools Using theatre artists to teach drama/theatre in schools as well as to do workshop sessions for teachers Using the strategy of team-teaching 2 Using parents and community members with skills in drama/theatre to assist in teaching the drama/theatre curriculum.cultural policies should be integrated into the activities of schools, universities, conservatories, museums, etc. in order to increase learning opportunities in the area of Theatre. 3 Teachers should collaborate with local museums that use drama to bring history and culture alive. 4 Teachers should cooperate with professional theatres. This may include permitting students to follow the process of producing a theatre performance and to work on the same theme in their drama lessons. It may also include discussing a performance with the actors and director. 5 Drama teachers may encourage their students to participate in highquality theatre festivals which have an educational orientation. 6 Teachers may encourage their students to perform in hospitals, old persons homes (Asilos), factories and other community venues. 7 Teachers may encourage their students to develop and present theatre performances on local issues, historical events and other features. For example, students might research a theme by interviewing knowledgeable people and develop a theatre piece that involves all four art forms. 8 Teachers should engage parents in activities that support the drama program such as making costumes, set design, etc. ELEMENTS OF PRIMARY SCHOOL THEATRE CURRICULUM

4 CREATING, PERFORMING, APPRECIATING OBJECTIVES At the end of the program pupils should be able to; Use individual and group play to present dramatic scenarios Use traditional stories and games to create theatre Iniciate their own role-play activities Perform mime activities using personal experiences Use story drama and narration in theatrical performances Use puppety for theatrical presentation Use props and costumes to create characters Improvise dialogue Write and record dialogue from improvised work Interact with other characters in improvised and scripted scenes Experiment in various ways of presenting drama/theatre Know ways in wich theatre affects life Appeciate and critique their dramatic presentations and those of their peens Perform theatrical performances in school functions, community and festivals Understand and appreciate diverse cultural forms

5 Appreciate the contribution of theatre practioners and the development of the art form METHODOLOGICAL SUGGESTIONS Participate in warm-up activities Explore traditional games, songs, proverbs, gestures,and body language in the creation of drama/theatre Explore senso-corporal exercises. Use games on the development of concentration and observation Use poetry, poems and jingles in the exploration of voice and speech. Create and use props, costumes and sets in the theatrical presentation Explore the use of various spaces for theatrical performances Creation of scenes and episodes using various stimuli Sequence scenes and episodes in the creation of theatrical performance Experimentation with relationships between performer and audience Visits to theatre, museums, and other cultural artistic centers. Interviews with theatre artists Experiment with ways of advertising theatrical performances. Examples: radio and television advertisements, poster designs, banners, fliers, programs, etc. Experiment with cross-cultural forms in the creation of drama/theatre