Programme
Performing Arts - Actors Training
Level of Qualification|Semesters|ECTS
Bachelor | Semestral | 3
Year | Type of course unit | Language
2 |Mandatory |Português
Total of Working Hours | Duration of Contact (hours)
75 | 30
Code
ULP1977-15457
Recommended complementary curricular units
n/a
Mode of study
Face-to-face
Precedences
Não
Professional Internship
Não
Syllabus
1. Theater pedagogy
1.1.Definition of Pedagogy, (Célestin Freinet, Maria Montessori, Ivan Illich)
1.2.Pedagogy of the theater and Theater as pedagogy: semantic game?
1.3.Pedagogy and dramaturgy
1.4.Pedagogy and staging
1.5.The Directorate of Actors as active pedagogy
2.Theater theory and pedagogy: a necessary relationship
2.1.Some Theories: From Aristotle to Patrice Pavis and Jean-Pierre Sarrazac
2.2.Theatrical genres and pedagogy
3.The Theatrical Method and schools of theater from the point of view of theatrical pedagogy
3.1.From Commedia dell Arte to Molière
3.2.The Vincentian Theater
3.3.Stanislavski's school
3.4.The biomechanics of Meyerold
3.5.Bauhaus experience
3.6.Peter Brook's empty space
3.7.The Theater of the Oppressed as a pedagogical project. Brechtian influences
3.8.The empty space of Peter Brook
3.9.The Theater of the Oppressed
4.Specific contexts of Theater pedagogy
4.1.Community and public
4.2.Childhood
4.3.Minorities
5.The legitimacy of a theater pedagogy
Objectives
It is intended that the students make a historical, problematic and conceptual approach to the pedagogical question in theater, appropriating accumulated knowledge in pedagogical practices (reflexive or spontaneous) with the challenges raised by the current configuration of theater teaching. It should be this foundational approach of capacities to face experimental and professional situations in the field of theater pedagogy.
Knowledge, abilities and skills to be acquired
Understanding the relevance, specificity and comprehensiveness of pedagogy in the broad sense, analyzing the New School.
Understanding the theoretical and practical scope of theatrical pedagogy,
safeguarding the relevance of methodological, epistemological and experiential aspects
. Reinforcement of the internalization of the student's idea as an interpreter, analyzing several methodologies.
Teaching methodologies and assessment
The dynamics of the class will be marked a) by the launch of problems of argumentative resolution around the points of the program; b) the master's exposition, regarding point 3, which is associated with the active research of the student around relevant documentation and respective commentary in class; c) the simulation (thought or practice) of potential situations in the domain under study. The evaluation includes student part.
References
ALVES, Maria Luísa Côrte-Real Correia (2017). Teatro e educação [documento eletrónico]: caminhos para ¿ver o mundo¿ a partir do Teatro Nacional S. João projetos educativos ¿ estudo de caso. Porto: Dissertação de Mestrado apresentada à FLUP.
BROOK, Peter (2008). O Espaço Vazio, Lisboa: Orfeu Negro.
FO, Dario (2004). Manual Mínimo do Ator. 3ª Organização de Franca Rame. São Paulo: Senac Editora.
ILLICH, Ivan (1979). Uma sociedade sem escola. Petrópolis: Vozes.
KOUDELA, Ingrid Dormien, SANTANA, Arão Paranaguá de, (2005). Abordagens Metodológicas do Teatro na Educação. Ciências Humanas em Revista - São Luís, V. 3, n.2, pp.145-154.
MONTESSORI, Maria (1965). Pedagogia Científica: A descoberta da criança. São Paulo: Flamboyant.
PAVIS, Patrice (2008). O Teatro no cruzamento de culturas. S. Paulo: Perspetivas.