Title Writing Theatre
Project Number 2009-1-IT1-LEO05-00167
Product METHODS AND TECHNIQUES OF WRITING THEATRE
Title METHODS AND TECHNIQUES OF WRITING THEATRE
Product Type teaching material
Marketing Text The Handbook presents and collects principles, contents and tools concerning the Methods and Techniques of drama writing, which constitute the theoretic and pedagogical fundamentals necessary 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 Handbook is articulated in subjects, in order to provide a pedagogical-training tool more flexible and usable within workshop settings. It 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.
In Volume I, contents are articulated in 6 categories and subdivided in two macro-sections:
Section I - Theoretical references of Writing Theatre method
Section 2 - Theatre Didactics and Techniques
Target group Psychologists, Trainers, Teachers, Counsellors and Social Workers working for NGOs, High/Secondary schools, counselling, rehabilitation and reintegration centers (working also with mentally disabled adults and minors, juvenile delinquents, young drug addicts, women and children); social services for the unemployed, immigrants and refugees; area healthcare centers, groups homes, orientation and training agencies and youth centers.
The adoption of the Theatre for Social Inclusion for pedagogical and therapeutical goals is nowadays widely divulged at international level. In fact, since long time by now, within the general process of re-thinking applied to pedagogical, training and psychological disciplines, the methods addressed to the re-integration of groups at risk of socio-occupational and economic exclusion apply practices (as narration and autobiography) based on a specific pedagogical category today validated and recognised as “the taking on of self-care”. This aspect implies a process implying a training action and the adoption of self-education/training experiences oriented to the training of both the individuals and the professionals. Therefore, the nature of outcomes expected by adopting the path and method proposed in this handbook, can be related to three specific aspects:
• methodological framework;
• learning context;
• learning/training process,
which are not only tested through practice but also validated by documents and specialised literature.
First of all because the use of drama techniques, and of the artistic language in general, within education and training oriented contexts, is validated by contemporary social, pedagogical and psychological research that focuses on the need of re-placing the subject (the person) at the centre of those experiences and processes which can influence the personal development and the making of choices. Second, because the Workshop "dimension" proposed as a training/learning setting, recalls the experimentation and learning by doing contexts different from the traditional classroom and organised as a community of practices. Finally, because of the trainers/educators' role, who cooperates in the trainees' growth and learning process, as learning facilitator, only after having personally experimented the adoption of a new method on him/herself.
Area of application 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 which are responsible for the qualification, personal development and training of individuals, within labour market and society. The whole range of practices and tools presented 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.