The proposal that we include under the title Educaescena Project arises from our desire to bring the world of the scene closer to ESO and Bachillerato students, with two main purposes: to rescue the value of dramatic texts as a literary language and to show in a practical way how it is the staging process. The central axis of this project includes the representation of a theatrical work that, due to its theme, is very enjoyable for all kinds of spectators.
The Theater Group of the IES Sabina Mora "Jacarandá Teatro" is going to participate this school year, like two years ago, in the Performing Arts Festival of the educational centers. This course the teachers involved in the Educaescena Project are Nuria Clavero and Cruz de la Ossa. This activity, proposed by the City Council of Torre-Pacheco, is proposed as a possibility of exchange between the centers, will be held at CAES for a period of time closed with the centers at the end of the course.
- Bring the students, in a pleasant and practical way, the different registers that the theatrical system sets in motion.
- Encourage their interest in reading this genre and prepare them for a deeper understanding of these texts.
- Encourage their interest as theater spectators and give them more use when they attend performances of this type.
- Awaken your imagination, both literary and visual. Enhance your critical sense.
The pedagogical methodologies that make use of theatrical tools for didactic purposes do not follow the same guidelines as the common concept of theater in the classroom. A term is needed to clarify and differentiate this use of theater: that term is dramatization.
To analyze what unites and separates theater dramatization, we will start with the words with which Peter Brook defines the theatrical event: «I can take any empty space and call it a bare stage. A man walks through this empty space while another watches him, and this is all it takes for the theatrical event to take place »
The theater is based on the actor, the space and the audience. The word itself contains in i ts Greek root theaomai the indicated verb: contemplate. Referring to the root of drama, drao we simply have to do. The theater stands up in order to be watched and the drama involves just putting into action.
Both theater and dramatization are based on the ability to embody and develop a role. The body is used as a means of expression, symbolic use is made of space, time and objects. But in the theater, what really worries is the end result. Dramatization is a process of creation that uses certain techniques and elements of theatrical language, using them as playful or didactic support. The roles of spectator and actor are easily interchangeable. Sometimes a communicative function is pursued and in others a simple personal development of the participants. The theater places the emphasis on the show and the viewer, while the dramatization places it on the action itself, in the process that leads to the performance.
Contributions of dramatization to the educational curriculum.
Dramatization as a teaching tool allows work in one area of the curriculum at the same time as with other skills. Among the many contributions of dramatization to the educational curriculum we can highlight the following:
- It promotes a greater compression of the treated matter.
- Encourages critical thinking and the high use of cognitive processes.
- It provides students with a sense of ownership of their learning: teachers cease to be the protagonist and allow students to become the focus.
- It allows the student to become kinically and emotionally involved in the lessons and consequently learn more deeply and meaningfully, enabling the learning subject to have simultaneous experiences on all levels of his person and not limiting learning to a mer e intellectual experience.
- It is a motivational element for learning: drama takes advantage of the tendency to play, which presents its greatest strength in children of infantile ages, but persists in adolescence and throughout adulthood.
- Stimulate imagination and creative thinking: the game belongs to a place where we dare to go beyond what is known because the consequences are not frustrating, it is the realm of freedom and creativity, the ideal environment for discovery and the find.
- Extends the use of different languages to express and communicate feelings, sensations and ideas. The theater works with the interrelation of the arts: literature, music, painting, dance or singing. In this sense, the student works in the field of total language.
- Develops social skills and conflict resolution: being aware of the composition of the group, understanding that all its members have the same importance, knowing how to integrate people and events, having confidence in oneself and in others, being aware of personal work and of collective work and knowing how to listen to the environment.
- Develop the initiative of the person and form in responsibility.
- Develops oral expression: disinhibition and spontaneity of voice and sound, use of the voice with different forms of communicative intention, ability to play with words and their meaning and sound, projecting the voice appropriately with the intention of communicating.
- It improves spatial perception by situating it in a simulated reality with concepts and diagrams seen on paper.
- It allows «evaluating your own abilities, taking stock of the acquisitions made and becoming aware of your own knowing how to express".
That is why the 4th ESO and 1st Bachillerato students who form the Theater group of the IES Sabina Mora "Jacarandá Teatro", with new additions, intend to live the experience that is born from a text, which is primarily literary, but ends up being verbalized and represented during the subsequent process.