The theatre in education does not only act as an instrument. A strong analogy may be drawn between the experience offered by education and that offered by theatre. Viewing theatre as a metaphor for education implies drawing attention to an ambivalent relationship and a crucial element of pedagogical experience. A theatre workshop enables us to acquire a new familiarity, an art, a mindful presence and the ability to reflect competently about ambivalent structure of educational experience. A group of academic students, guided by a research in adult education and a colleague who is a dancer and a choreographer, produced a “pedagogical” interpretation of the story moving from a text from the historical tradition of western drama, re-writing it, composing a new text that emerged from the peculiar perspective of what that text communicate nowadays to their sensibility. Therefore, this ‘polyphony of voices’ constructs a dialogical Self that interprets the text and begins to reflect about the educational “resonances” that its peculiar collective re-writing produces at the intersection with the lives and the learning biographies of the students. The theatre workshop becomes an experience of performative learning

Cappa, F. (2017). Theatre as Metaphor and Performative Learning. CULTURE, BIOGRAPHY AND LIFELONG LEARNING, 20-34.

Theatre as Metaphor and Performative Learning

Cappa, F
2017

Abstract

The theatre in education does not only act as an instrument. A strong analogy may be drawn between the experience offered by education and that offered by theatre. Viewing theatre as a metaphor for education implies drawing attention to an ambivalent relationship and a crucial element of pedagogical experience. A theatre workshop enables us to acquire a new familiarity, an art, a mindful presence and the ability to reflect competently about ambivalent structure of educational experience. A group of academic students, guided by a research in adult education and a colleague who is a dancer and a choreographer, produced a “pedagogical” interpretation of the story moving from a text from the historical tradition of western drama, re-writing it, composing a new text that emerged from the peculiar perspective of what that text communicate nowadays to their sensibility. Therefore, this ‘polyphony of voices’ constructs a dialogical Self that interprets the text and begins to reflect about the educational “resonances” that its peculiar collective re-writing produces at the intersection with the lives and the learning biographies of the students. The theatre workshop becomes an experience of performative learning
Articolo in rivista - Articolo scientifico
adult education, theatre, biographies, embodied narratives, performative learning
English
30-apr-2017
2017
20
34
open
Cappa, F. (2017). Theatre as Metaphor and Performative Learning. CULTURE, BIOGRAPHY AND LIFELONG LEARNING, 20-34.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10281/184486
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