Title WRITING THEATRE AT SCHOOL
Project Number 2012-1-IT1-LEO05-02792
Product Writing Theatre at School Handbook Vol I and II. Methods and Techniques of Writing Theatre
Title Writing Theatre at School Handbook Vol I and II. Methods and Techniques of Writing Theatre
Product Type teaching material
Marketing Text Writing Theatre At School handbook presents principles, contents and tools concerning the Methods and Techniques of drama writing, to make teachers, educators, trainers and socio-cultural practitioners able to manage training workshops in drama practices and disciplines for the benefit of young and adults at risk of social, occupational and economic risk. The solutions proposed foster and support the transfer and use of specific training-education practices that can represent a valid integration to the traditional ones and so contribute to the goal of increasing the quality level of training, education and counselling services provided by national systems.
The Handbook is divided in two Volumes. In the first Volume (Volume I) are described all main contents and principles of the training path; in the second Volume (Volume II) are provided insights documents, examples and exercises linked to each subject described in the first Volume.
The whole range of contents, practices and tools presented in the handbook are based on the use and promotion of creative and reflective abilities and skills by the side not only of "users" but also of trainers, teachers and educators interested in strengthening their role as facilitators of learning processes aimed at valorising the individuals' abilities acquired within non formal and informal learning contexts.
The knowhow and the theoretic and practical methodology proposed refer to the writing and performing techniques of the Theatre for social inclusion, pedagogically grounded on:
- the centrality of the trainee;
- the involvement of beneficiaries as co-producers of their own personal learning process;
- the cooperation between the informal and the formal education-training context (blended methodological solutions);
- the necessity of integrating and updating roles and competences of training/education "mediators";
- the cooperation/integration between different professionals, competences and institutions referred to the same system.
Target group Educators, Secondary School teachers and managers, trainers, social workers, secondary school students, early school leavers,pedagogists, drama/culture experts/professionals, psychologists
The efficacy of the process resulted considering three main typologies/levels:
Methodological – the use of drama writing techniques within education/training fostered the replacing of the individual at the centre of the experiences and processes shaping his/her personality.
Learning context – the workshop setting, organised as a community of practices, promoted experimentation and learning by doing modalities.
Education/training process – the trainer’s role who, being trained, co-operates in the development of ‘the others’ knowledge”, as facilitator of learning processes.
About learning outcomes, the method valorised and supported the following key skills:
Critical, reflexive and linguistic. The education to critical-analytical reading of a text and to its rewriting using different linguistic codes and narrative styles: produced an impact on the comprehension of the language as a “means”, both in terms of its structural elements (grammar) and its function as “vehicle of meanings”; facilitated a more proper use of the language and the understanding of foreign languages; improved communication-expression ability.
Communication/expression. The mastery of the language helped the creation of a personal expressive identity by the experience of personal creative skills. The development of individual expression and creativity is closely linked to the emotional well-being of the person. The development of creativity may be defined as the development of an individual’s capacity to participate in an imaginative activity. Imaginative activity/product/attitude are relevant resources for the creation of a personal space within society.
Artistic/creative. Acquired knowledge and understanding of the artistic language and of its characteristics, with respect to the socio-cultural context. Creative skills developed a critical appreciation of the context of reference, of one’s own work or that of others. They activated problem solving and risk-taking aptitudes/capacity.
Social. The learning of modalities and rules of “group working”, supported the development of a “social sense of the group”: recognition and respect of cultural diversity; creation of a personal cultural identity (sense of belonging and environmental awareness); fostered self-confidence or self-esteem and encouraged ‘entrepreneurial spirit’.
Area of application education, training, counselling, secondary education