DRAMA FOR THE CURRICULUM

Knowledge Deepening / Consolidation

The course is also offered to exchange programme students.

Upon successfully completing the subject, the student will be able to: know the ways that various facets, means and techniques of Theatre in Education can be employed, to ensure an alternative manner of teaching through dramatisation and theatrical improvisation. think, experiment kai co-operate with their colleagues to choose a Primary School subject of any level and process it. turn key elements of the subject into theatrical parts, and turn the interaction of those elements into relations/interactions between the parts. organise the play into chapters. invent dialogues and interaction between the parts, orient them towards promoting the content of the subject, by using the body and voice of their colleagues (in the future, their students) distribute basic tasks and suggest dialogues and interaction. make sure that the whole process is done with pedagogical/educational standards present, with their colleagues, the theatrical act they have created based on the content of their chosen subject. comment/ critique/ analyse the theatrical act with regards to teaching the subject.

This subject can be applied to teaching school subjects, by offering children an excellent way of actively learning: re-enacting parts of the subject through the safety of fantasy and guidance, learning to explore the world through a process with game elements, creating a meeting-point for their personalities, as well as an excellent way of relieving difficult issues that may trouble some children and hinder their learning. This results in a more effective learning process for all children. The curriculum of the subject aims to introduce students to alternative ways of teaching their lessons by utilising theatre improvisation on the content of each school subject. The goal of the curriculum is to prepare and enhance the capabilities of students to organise, turn and handle each lesson as a blank canvas for the theatrical expression of their pupils, so that the latters’ interest is peaked and their active participation is motivated, resulting in proper comprehension of complex notions. Understanding of the subject’s material is achieved through the aforementioned experiential (active/emotional/vocal) participation and further verbal explanation of the subject. Theatre improvisation, individual and team planning of small theatre chapters. Guidance and encouragement. Creative experimentation through the knowledge of school subjects. Drawing inspiration from the content of school subjects Applied examples of theatrical adaptation of a particular literature lesson. Motivation of logic, critical ability, fantasy and speech. Applied examples of theatrical adaptation of a particular history lesson. Motivation of the sound of voice, looks and gestures. Applied examples of theatrical adaptation of a particular religious studies lesson. Expressive movement. Applied examples of theatrical adaptation of a particular geography lesson. Orchestrated action and interaction. Applied examples of theatrical adaptation of a particular environmental studies lesson. Issues of group cohesion, inventing texts, empathy, interculturalism, innovative decisions, experiential-cooperative learning. Critical thinking of students, attribution of meaning, realisation of the world and of one’s self, participation activities and their social development.

choice, organisation, theatre improvisation, experimentation, teaching

30-05-2021