Encenando e aprendendo teatro na escola
Stating the importance of arts teaching being built from the teacher's own artistic experiences, this TCC was carried out alongside the following question: can the knowledge of staging constitute a pedagogical proposal for school theater teaching? Driven by this question, this qualitative resea...
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| Formato: | bachelorThesis |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/57321 |
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| Resumo: | Stating the importance of arts teaching being built from the teacher's own artistic experiences, this TCC was carried out alongside the following question: can the knowledge of staging constitute a pedagogical proposal for school theater teaching? Driven by this question, this qualitative research aimed to investigate the possibilities of artistic-pedagogical creation of a proposal for teaching theater at school based on elements of staging. The teaching experiences that are part of the methodological procedures of this field research were developed together with the Theater Group of the Celestino Pimentel Municipal School, in Natal/RN, within the scope of the Pedagogical Residency Program (CAPES-UFRN). The theoretical framework that supported the course of scenic practices carried out during the research is composed of studies by Augusto Boal (1991, 1998), Viola Spolin (2005), Jacques Lecoq (2010), Marcos Bulhões Martins (2004), and others. Among the results, five elements of staging that are possible for creating a pedagogical proposal for teaching theater at school stand out, namely: acting, space, choreography, characterization and atmosphere. From the experiments carried out, the importance of scene knowledge in school arts education is concluded, considering theater as an area of human knowledge equally necessary for the comprehensive training of Elementary School students. |
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