Drama In Education: a hollistic aproach- Viena 2018

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23/12/18 16:06 DRAMA IN EDUCATION: A HOLLISTIC APROACH TO TEACHING WITH DRAMA TECHNIQUES – VIENA – 09/21 -12- 2018 ORGANITZACIÓ - GRUP Viena ha estat el marc de…
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23/12/18 16:06 DRAMA IN EDUCATION: A HOLLISTIC APROACH TO TEACHING WITH DRAMA TECHNIQUES – VIENA – 09/21 -12- 2018 ORGANITZACIÓ - GRUP Viena ha estat el marc de la mobilitat que he fet i que ha tengut com a objectiu apropar les tècniques i convencions dramàtiques a l’escola, en el nostre dia a dia per encoratjar els nostres alumnes i millorar la seva motivació. Així que de dia 9 de desembre fins dia 21 hem participat en aquest taller al Dendrun SeminarZentrum a Viena.L’activitat estava organitzada per l’agència croata Pricalica. El grup estava format per un total de deu professors: dues professores de Canàries (una de castellà I l’altra de dibuix)Nieves i Mercedes; un professor d’Història d’Alexandropolis, Grècia; dues professores de Primària de Thesaloniki, Grècia; una psicòloga d’Eslovènia, Anja; una coach d’Alemanya (na Cristine); un tècnic en turisme de Croàcia (en Toni) ; dues professores de Polònia d’una unitat educativa de salut mental d’adolescents i jo, que faig l’optativa d’Arts Escèniques a 4t I Llengua I Literatura Catalana. En aquest cas, el grup ha estat una eina molt important per dur endavant el curs, ja que la participació era bàsica per poder dur a terme els exercicis de teatre. Durant deu dies hem treballat diferents sistemes com el del storytelling a partir d’una sèrie de convencions teatrals. A partir d’una història real de l’exploració a Mart en el futur. Realitzarem jocs i dinàmiques teatrals descrivint la nostra “colonia habitable ideal”, dibuixant-la, inventant oficis i anuncis . D’aquesta manera fèiem treballar la imaginació i el vocabulari dels oficis i els llocs d’aquests indrets, inspirats en Dorothy Heatcote. Hem treballat els reflexos amb jocs en cercle per anar recordant els oficis. En el joc hi havia recursos de com acaparar l’atenció dels alumnes i millorar la capacitat de concentració. Una altra de les tècniques que vàrem treballar va ser la del teatre d’Augusto Boal, o la metodologia del Teatre de l’Oprimit,a mb totes les seves vessants. En la foto podem veure com Ivan Slavic, el nostre professor ens ensenyava les diferents metodologies amb un arbre que simbolitza les convencions que Augusto Boal explica en el seu mètode. També vàrem seqüenciar una unitat didàctica entorn de la creació d’una narració utilitzant diverses tècniques teatrals com : la cadira calenta on entrevistàvem el personatge principal; creàvem sons per a la narració de la història a partir d’objectes i elements de l’entorn; la cadira buida, on fèiem una pregunta al personatge i algú, de forma espontània, seia per contestar-la; improvisacions per a diferents desenllaços de la història. Exercicis per estimular l’aprenentatge I fer que siguin els alumnes els que crein la interpretació de la història. L’objectiu és involucrar-los en l’aprenentatge en tasques col.laboratives “learning by doing” I no limitant-se a una comprensió escrita del text. També hem treballat una història utilitzant diferents sentits: dits, per pintar un aspecte de la història (el que el nin havia descobert enel fons de la mar) els sons i les relacions entre els personatges mitjançant les improvisacions. Durant un horabaixa vàrem treballar amb màscares i diferents tècniques d’improvisació que ens ajudaren a cohesionar el grup i a trobar nous recursos expressius. Realitzàrem el workshop al Museu del Teatre de Viena amb Ernest, un. Aquest és precisament un dels aspectes de la visió holística: tenir en compte els pensaments, les emocions i les sensacions en el procés d’aprenentatge. D’aquesta forma a través del drama podem descobrir aspectes del nostre alumnat que en altres assignatures resulta més difícil, però que en suma formen part del seu potencial. Com implementar els nostres coneixements Una de les parts que ens interessa aprendre és com implicar els altres professors poc acostumats a aquestes tècniques, com millorar l’interés de la resta del claustre pel que esteim fent. De quina manera poden entendre que el que estam fent a teatre pot ser també positiu per a la seva assignatura a llarg termini: en la seva autoconfiança, en les seves habilitats orals i en la seva motivació per aprendre. Els exercicis que hem après ens serviran també per utilitzar a les classes de PALIC, amb els alumnes nou-vinguts, millorant la seva motivació per aprendre català. VIENA A més del curs, aquesta experiència ens ha permès conèixer Viena, que és una de les ciutats més culturals d’Europa, amb prop de 120 teatres i l’òpera més famosa del món, pàtria de Mozart del qual encara conserven una de les cases on va viure i que nosaltres visitàrem amb una guia. Viena és una ciutat molt acollidora per al visitants. Té un transport perfectament organitzat. Hi ha un gran nombre d’events culturals: òpera, concerts, teatre I exposicions. Un lloc ideal per viatjar i aprendre. Mercat de Nadal, Rathaus- Viena Biblioteca Nacional de Viena BIBLIOGRAFIA Mapping theater, ALLAN OWENS. Dice, AUGUSTO BOAL 23/12/18 16:06 23/12/18 16:06 23/12/18 16:06 DRAMA IN EDUCATION: A HOLISTIC APPROACH TO TEACHING WITH DRAMA TECHNIQUES – COURSE DESCRIPTION Introduction This course is aimed at teachers and school staff from pre-school level to primary, secondary, vocational, adult and special needs education, staff of non- government organizations, government and policy makers and company staff as well as students and all those interested in use of drama to teach subject specific knowledge while developing their learners transversal skills by creating interactive learning environments within a fictional context. Participants are expected to have at least B1 level of English proficiency. Methodology Participants will be active protagonists since they will live an educational experience centred on the experimentation of their own ability. Objectives will be carried out through several activities (short lessons, experience comparisons, theatre exercises, improvisations, simulations, group works and discussions…) which will allow participants both to learn and to bring their experiences in this event; our principle of teaching is based on “learning by doing approach” and on “mutual teaching”. Participants will have the opportunity to acquire technical and practical knowledge through a methodology based on team work, discussions and elaboration using also a method of practical exercises and simulations. Storytelling will be used to introduce pre-texts on which the Process Drama will be structured. IBL, TBL and PBL will be integrated into the context of Process Drama. Participants will learn to take the role of facilitators rather than teachers so they could develop their students self-directed learning skills and turn them in protagonists of their own learning. Participants will be introduced to some key online tools that could be used as resources for teaching (for example collaborative writing) or for their personal professional development. Objectives · Defining drama techniques · Understanding drama conventions and ways of structuring them to create meaning and engagement. · Promoting drama and theatre methods as tools for encouraging participation and bringing learning to life. · Improving the participants’ ability to use the language of theatre, the sound, the image and the movement. · Understanding how drama and theatre methods and techniques can be incorporated into lessons. · Understanding the potential drama and theatre methods have for providing context for learning subject specific knowledge and development of skills and attitudes as well as for contextualizing cross-curricular projects. · Facilitating experience that will motivate participants to provide similar experience to their learners. PIC: 948157929 Starcevic Sqare 5 Virovitica, Croatia · Developing communication, collaboration, presentation, problem solving, negotiation, critical and creative thinking skills. · Improving the ability to use innovative and student-centered pedagogical approaches. · Boosting p articipants confidence in use of drama and theatre methods for teaching. · Enhancing understanding of the potential drama and theatre methods have in education and opportunities they provide. · Enhancing professional skills through acquisition of versatile drama conventions and ability to structure them in order to reach envisaged learning outcomes. · Providing and exercising creative ideas and practical resources for successful implementation of drama in education in different school settings (arts and crafts, science, language, citizenship, computer science, management, etc.) to be used with pupils as well as with staff. · Improving English fluency (official language of the course). · Enhancing intercultural cognition. · Sharing experiences of drama in education from different countries in order to help each of us to be more effective in our work. · Developing the online collaboration platform for preparation, dissemination and networking in order to develop future partnerships and projects. · Strengthening the European collaboration among people practicing drama in education in different contexts but unified by similar drama-pedagogical approaches. · Providing insights into different education systems. Preparation After registration participants will receive pre-course questionnaire which will be used by the trainer to learn about participants’ teaching backgrounds and to assess their exact needs. Before the beginning of the course a basic reading list will be suggested to participants to prepare for the training. Participants will also be asked to publish a presentation about themselves, their professional context and their culture. The presentation will be available on the virtual collaboration platform. It will be used during the first meeting, but it will also be available online to the other participants so that they can have a preliminary knowledge of the group they are going to be part of. Participants will receive information about the country they are going to visit in order to prepare them for their cultural experience. Follow up After the course participants will be asked to share what they have learned with the rest of the staff in their schools. Since they will all join the virtual collaboration platform they will be able to further discuss and deepen the understanding of the themes of this course and therefore keep on learning. Moreover, they will be encouraged to share materials showing how they are using what they have learned in their everyday work in terms of ideas, photos, videos, lesson plans, assessment and self-assessment forms, etc. creating an open educational resource available to everyone else from the group. Thanks to the virtual collaboration platform they will all be networked which will provide greater opportunities to develop future partnerships and projects. Further books and articles to deepen the topic and contacts with some other practitioners all over Europe and in the world will be suggested by the trainer. The methods shared and explored and the bibliography given will allow the participants to complete and improve their educational path
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