PRELIMINARY PROGRAM: THEATRE. Document with recommendations elaborated in the Meeting of Specialists, in Uberaba, (MG).

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1 UNESCO UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION Arts Education in Latin America and the Caribbean Meeting of Experts University of Uberaba, 16 to 19 October 2001 PRELIMINARY PROGRAM: THEATRE Document with recommendations elaborated in the Meeting of Specialists, in Uberaba, (MG). The Arts Education in Latin America and the Caribbean meeting of Experts realized on October 19, 2001 in the University of Uberaba, with support of the UNESCO, has for objective to discuss the curricula of Education for the Art. For it, different constituted groups of Latin America and the Caribbean subjected to discussion the national curricular structures of: Theatre, Dances, Music and Visual Arts. The group of Theatre reached the conclusion that this area is important for the development of the creativity and the symbolic capacity of children, youths and adults, as well as a form of opening the doors from the school to the values and artistic and cultural traditions of the community. It is a bridge between the classroom, the community and cultural artistic institutions, creating relationships among children, artists and cultural producers. UNESCO intends to motivate the promotion of the teaching and learning process of the Art and of the Theatre, aiming the development of children, youths and adults creativity and the appreciation of the cultural and artistic goods. The following recommendations were done by the group of specialists from Theatre conformed by Ingrid Dormien Koudela and Arao Paranaguá de Santana from Brasil; Nolma Coley-Agard from Jamaica; Liliana Galván from Perú; and with the collaboration of the observers, Larry O Farrell from Canada and Tintti Karppinen from Finland. 1

2 Drama/Theatre for Basic Education On the pedagogical perspective, Theatre and Drama are terms used in different cultures with the same conceptual meaning. Drama/Theatre is an area of acquisition 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 knowledge. In 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 conceptualised. Drama/Theatre should be considered as a methodology in primary school teaching. In the higher levels of the primary and secondary teaching, Drama/Theatre should be considered as an autonomous subject to be developed in an articulated way along with other artistic languages. Four areas of artistic knowledge (Drama/theatre, music, dance and visual arts) should be present in the school curriculum, both individually and in an interdisciplinary program. FOR DRAMA/THEATRE TEACHERS To develop activities on the Drama/Theatre teaching, it is recommended two models of teacher education, one with a "generalist" character, early childhood and primary education, the other "specialist", for the higher levels of primary school and secondary school. 2

3 The education of primary teachers in drama /theatre 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 emphasise the relationship between theory and practice, study of specific methodologies and the relation between teaching and research. Theatre artists who work with children should receive instruction in pedagogy. Pre-service education: On the formation of the generalist teacher, the Drama/Theatre area should compose the curriculum along with the other artistic languages (Dance, Music and Visual Arts), having each one of them a minimum of 60 hours. It is recommended, after the accomplishment of these four subject, 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 dayrelease programs d. Using educational programs offered in theatre by cultural organisations 3

4 STRATEGIES FOR IMPLEMENTATION Specific models of implementation that should be considered for the drama/theatre curriculum may include: Invitation to specialist drama/theatre teachers as master teachers to teach drama/theatre at all levels in primary schools Invitation to theatre artists to teach drama/theatre in schools as well as to do workshop sessions for teachers Invitation for parents or community members with drama/theatre abilities 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. Teachers should collaborate with local museums that use drama to bring history and culture alive. 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. Drama teachers may encourage their students to participate in high-quality theatre festivals which have an educational orientation. Teachers may encourage their students to perform in hospitals, old persons homes (Asilos), factories and other community venues. 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. 4

5 Teachers should engage parents in activities that support the drama program such as making costumes, set design, etc. ELEMENTS OF PRIMARY SCHOOL THEATRE CURRICULUM 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 Initiate their own role-play activities Perform mime activities using personal experiences Use story drama and narration in theatrical performances Use puppetry 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 which theatre affects life Appreciate 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 Appreciate the contribution of theatre practitioners and the development of the art form 5

6 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 centres. 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 6