Theatre pedagogy

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Last update 31 Jan. 2010

<< Human beings, who are breathing and moving, demand continued attention for developing ... >>
(John C. Maxwell)

EDUCATIONAL BACKGROUND & FUNCTIONS
- Sigma ART's option -

HOME:
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Traditional School and work:
- E n d o w m e n t -

The social envirorment which promotes Leaders
( Sigma ART's option ):
-D e v e l o p m e n t-

Takes Care

Trains for work

Trains for
Personal development

Emphasises the Needs

Emphasises Undertaking

Emphasises thePerson

Inner-human Communcation

Transacts

Transfigurates

Mentaines

Promotes Managers

Promotes Leaders

Mentains the Administration

Adds direction to the leadership

Multiplies

Stabilizes

Eliberates

Mobilizes

Helps

Teaches

Is a Mentor

Shaped close to your Needs

Shaped close to your Skills

Shaped close to your Character

„ What they Want ”

„ What the Organization needs ”

„ What They need ”

A Desire

Knowledge

An Art

Small or not at all Growth

Short-time Growth

Long-time Development

All of them

Many of them

Few of them


I. Purpose

The purpose of artistic and cultural activities for youth education is to provide them a deep human training (regardless of school profile), a radical reconsideration of culture, which tends to avoid reconsideration of any form of abstract intellectualism and her lavish beyond trade practice to get the thoughts, the habits and acts which may not be used immediately but will need this one aspect of culture that is noble symbol of education available to serve man.

This requirement precludes formative belief of all those for whom educational environments should resume the provision of adequate instruction to face the exam and to occupy some posts.

What authorizes widespread assimilation techniques and artistic expression, even when not result in any masterpiece here, is the intense power of liberation, that possibility of escape offered by a pathway that can discover the great lines of power and life.




II. Premises

A. Modern Education

Turn operated by modern methods of education consists in transforming the relationship between student and teacher. From the central position of the teacher and from one discipline to switch to central position of the student, his needs and experiences.

The main problem of education is not as "content" of education, as to cause METHOD thirst for knowledge of the young, to intensify his need to work.

Therefore, the concern in overall design, artistic expression is an irreplaceable part, because it brings intelligence and sensitivity values, which could put the young knowledge in a new light. Moreover, media art is disclosing as more subtle, more general, and more expressive than intellectual activities like reading and writing.




B. Needs

Meeting the needs of young people is the main duty of a functional pedagogy, whose purpose will be to you as the outside, but to let "to flourish from within", to satisfy their need for development, following the natural course of things.

Education modern is based on physiological needs of young people, but is simultaneously illuminated by the light of emotional superior, the imagination, the dream and ideal. It is precisely the process by which individuals adapt to their own development environment.




C. 3. Freedom and discipline

Although the purpose of education is freedom, what counts in every situation, is not as freedom itself, how can we meet the essential needs for which we are able to accept the heavy sacrifices of freedom, while what hit us, we annihilate is to prevent meeting those needs.

Freedom can not be understood, therefore, as an entity that exists beyond the life and work. Moreover, replacing an authoritarian education system to another, promoting an idyllic freedom would not be anything but romantic correspondent of the authoritative.

Therefore, order and discipline are essential elements of evolution, without which there would be no training or education.

Then, to remove the existing hiatus between family culture and social and cultural empirical classical and abstract school, you go on hiatus young to passivity, to dedublare personality and, finally, to an unintentional inability to act is necessary in modern culture , natural, which differ from the other by TYPE of discipline.

It is a functional discipline, within which freedom is returned meaning or choice between different activities.

The possible development of this discipline involves:
  • This material instruments allow for functional activities ;
  • Organization minute, constant of these activities, making the call as much as possible the cooperation of young people so they can feel and be co-participants in this collaboration.
"What use is to learn what you want, but to learn to live."
(C. Freinet)

D. Game and work

Work and play are presented both as forms that differ by only a necessity: vital needs and facilitate adaptation to the environment.

When they are imposed from outside (work) or not an evasion (the game), they are characterized by a number of common elements, primarily creativity is born of a deep satisfaction (more than a pleasure).

"Work-Play" and "Play-Work" indicate two different partial attitude and presented in various moments of individual development: The first relates to achieving outstanding results, while the second is characterized by a dimension of greater freedom.

Then, education must be primarily "labor education", meaning "education through manual labor," because the term "work" should extend to any effort made by man to make himself fulfilled and to cooperate with the environment.

“"In humans there isn’t a natural need for play, but
a need for work."
(Claparéde)

E. Exploratory

"Experience with exploratory" consists in a series of attempts that meets the individual to meet their power needs, creative and action.

The “exploratory” principle justify the whole mental life of the individual, from imitation to diversion, sublimation and compensation of unsatisfactory trends.

It is the only form of acquisition and construction of personality, making the foundation of education to be based on the principle that "only actual experience leave traces on the body, the muscles, the behavior."

But the young can not be left alone to experience that would be required to repeat the same experiences of others taken with the same risk of falling into error.

So, only in a cultural environment that helps to facilitate experience and intensive accumulation (fast and unitary) of INFORMATION may make progress and integration of the individual in contemporary civilization.

"Important is not to know, even to discover, important is to investigate."
(C. Freinet)



F. The Information

In the new educational orientation, an emphasis is placed on information, because data on life affects behavioral pattern of each age group.

Moreover, not only the group but also family, school, must allow more time transmission of information (scientific, cultural, interpersonal, etc.) appropriate for making decisions oriented to REALITY.

If before educational factors were interested only in open messaging and eloquent, now must not only inform but also to influence by subsequent and not apparent messages .

This requires the more so in recent years as there was a decrease of control, and family disruption caused by wrong messages, especially in interpersonal functioning.

If we want to interfere with the formation of the young’s personality, we must worry first for experience, labor and tools that make it possible and only then to develop abstract and formal knowledge in the work plan.

“…The training will focus on RATIONAL THINKING by assimilating the material and practical applications.”
(Spiru Haret- "Secondary education reform, 1898")

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