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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Autor principal: Ferreira, Pablo Roberto Vieira
Outros Autores: Ciotti, Naira Neide
Formato: bachelorThesis
Idioma:pt_BR
Publicado em: Universidade Federal do Rio Grande do Norte
Assuntos:
Performance
Programa
Program
Professor-Performer
Teacher-Performer
Endereço do item:https://repositorio.ufrn.br/handle/123456789/38465
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spelling ri-123456789-384652023-03-08T17:07:54Z A performance como experiência do fazer artístico multifacetado Ferreira, Pablo Roberto Vieira Ciotti, Naira Neide Ciotti, Naira Neide Coutinho, Karyne Dias Pacheco, Heloísa Helena de Sousa Performance Performance Programa Program Professor-Performer Teacher-Performer 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. O presente trabalho busca abordar a importância da linguagem da performance no contexto escolar no intuito de dinamizar as formas da aprendizagem das Artes Cênicas ampliando as concepções do fazer artístico. Partindo-se do percurso de formação artística deste pesquisador que dialogou com diversas formas de se fazer arte através de oficinas e grupos como forma de ampliação de pensamento, transita-se ainda entre teorias e ações educativas de artistas e pesquisadores, entre eles Renato Cohen (2002), Tania Alice (2010), Jorge Glusberg (2013), Guillermo Gómez-Peña (2005) que dialogam diretamente com performance reforçando como essas ações foram importantes para a consolidação dessa linguagem. Dentro desse universo, chega-se ao conceito de “programa”, desenvolvido por Eleonora Fabião (2009), importante disparador de experiência na criação de performances e ao conceito de professor-performer cunhado por Naira Ciotti (2012), onde se relativiza a dualidade ensino e criação artística. 2018-04-24T22:42:40Z 2021-09-27T11:59:25Z 2018-04-24T22:42:40Z 2021-09-27T11:59:25Z 2017-10-19 bachelorThesis 2013033281 FERREIRA. Pablo Roberto Vieira. A performance como experiência do fazer artístico multifacetado. 2017. 68 f. Monografia (Licenciatura em Teatro) - Departamento de Artes. Universidade Federal do Rio Grande do Norte, Natal, 2017. https://repositorio.ufrn.br/handle/123456789/38465 pt_BR openAccess An error occurred getting the license - uri. application/pdf Universidade Federal do Rio Grande do Norte Brasil UFRN Teatro
institution Repositório Institucional
collection RI - UFRN
language pt_BR
topic Performance
Performance
Programa
Program
Professor-Performer
Teacher-Performer
spellingShingle Performance
Performance
Programa
Program
Professor-Performer
Teacher-Performer
Ferreira, Pablo Roberto Vieira
A performance como experiência do fazer artístico multifacetado
description 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.
author2 Ciotti, Naira Neide
author_facet Ciotti, Naira Neide
Ferreira, Pablo Roberto Vieira
format bachelorThesis
author Ferreira, Pablo Roberto Vieira
author_sort Ferreira, Pablo Roberto Vieira
title A performance como experiência do fazer artístico multifacetado
title_short A performance como experiência do fazer artístico multifacetado
title_full A performance como experiência do fazer artístico multifacetado
title_fullStr A performance como experiência do fazer artístico multifacetado
title_full_unstemmed A performance como experiência do fazer artístico multifacetado
title_sort performance como experiência do fazer artístico multifacetado
publisher Universidade Federal do Rio Grande do Norte
publishDate 2018
url https://repositorio.ufrn.br/handle/123456789/38465
work_keys_str_mv AT ferreirapablorobertovieira aperformancecomoexperienciadofazerartisticomultifacetado
AT ferreirapablorobertovieira performancecomoexperienciadofazerartisticomultifacetado
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