A performance como experiência do fazer artístico multifacetado
The current work seeks to address the importance of including the performance language into the school context in order to boost the forms of learning of the Performing Arts, broadening the conceptions of artistic making. From my perspective, which dialogues with a many different ways to make art by...
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| Formato: | bachelorThesis |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/38465 |
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| Resumo: | The current work seeks to address the importance of including the performance language into the school context in order to boost the forms of learning of the Performing Arts, broadening the conceptions of artistic making. From my perspective, which dialogues with a many different ways to make art by means of workshops as a form to increase knowledge, we move through theories and educational actions from artists and theorists, among them Cohen (2002), Tania Alice (2010), Jorge Glusberg (2013), Guillermo Gómez-Peña (2005), who dialogue directly with performance, reinforcing how these actions were important for the dissemination of this language. Within this universe, we come to the concept of a program, developed by Eleonora Fabião (2009), an important experience trigger in the creation of performances and the concept of teacher-performer created by Naira Ciotti (2012), where the duality of teaching and artistic creation is relativized. |
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