Education and theatrical art are two realities that have common purposes: in fact, through activities that stimulate the development of creativity, they place the individual at the center of a mechanism that allows them to learn to express themselves at their best; therefore, the educational process and the theatrical experience have something coessential that concerns their almost analogous structure. In fact, a significant node of the pedagogical experience concerns precisely the ambivalent link between theater and individual training. For this reason, the intent of this article - which proposes a pedagogically oriented "physical" theater experience carried out in a school context - is to provide a contribution that further enhances the design of laboratory experiences centered on the link between education and theater.
NON-VERBAL COMMUNICATION AND PHYSICAL THEATER: DIDACTIC-EDUCATIONAL ACTION THROUGH ART AND CORPOREITY
Di Palma Davide
2022
Abstract
Education and theatrical art are two realities that have common purposes: in fact, through activities that stimulate the development of creativity, they place the individual at the center of a mechanism that allows them to learn to express themselves at their best; therefore, the educational process and the theatrical experience have something coessential that concerns their almost analogous structure. In fact, a significant node of the pedagogical experience concerns precisely the ambivalent link between theater and individual training. For this reason, the intent of this article - which proposes a pedagogically oriented "physical" theater experience carried out in a school context - is to provide a contribution that further enhances the design of laboratory experiences centered on the link between education and theater.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
