This research work describes the complex preliminary path to the planning of a Masters in Theater Pedagogy and Teaching. The postgraduate program involves technical methods and applications of the Performing Arts activated in the last three years at the Suor Orsola Benincasa University of Naples. The Master's proposal takes shape from a scientific rather than educational need in order to open a specific comparison and experimentation area between teaching and the performing arts. These two aspects of research are seemingly distant and distinct but also potentially interdependent and bordering by defining the inclusive potential of theatrical action. The work focused on a preliminary phase of analysis on the different design models from which emerged the need to adopt Design for Learning (Laurillard, 2008) and the Episodes of Situated Learning (Rivoltella, 2013), which offered the possibility of defining training activities in which didactic actions could be expressed. Relational and meta-communicative potential were also examined on promoting inclusive processes through practices in order to encourage the learning processes of everyone. (Goussot, 2015).

The Complexity of Designing a Training Course Based on the Relationship between the performing Arts and Teaching, an Inclusive Point of View

Carlomagno
Conceptualization
2020

Abstract

This research work describes the complex preliminary path to the planning of a Masters in Theater Pedagogy and Teaching. The postgraduate program involves technical methods and applications of the Performing Arts activated in the last three years at the Suor Orsola Benincasa University of Naples. The Master's proposal takes shape from a scientific rather than educational need in order to open a specific comparison and experimentation area between teaching and the performing arts. These two aspects of research are seemingly distant and distinct but also potentially interdependent and bordering by defining the inclusive potential of theatrical action. The work focused on a preliminary phase of analysis on the different design models from which emerged the need to adopt Design for Learning (Laurillard, 2008) and the Episodes of Situated Learning (Rivoltella, 2013), which offered the possibility of defining training activities in which didactic actions could be expressed. Relational and meta-communicative potential were also examined on promoting inclusive processes through practices in order to encourage the learning processes of everyone. (Goussot, 2015).
Inclusion, Didactics, Performing arts, Action
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/20.500.12570/18052
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