n the contemporary context—where virtual relationships mediated by digital communication are increasingly prevalent, particularly among younger generations—there emerges a growing need to rethink the teaching-learning process through the lens of an ex periential pedagogical approach, one centered on authentic relationality (Matteucci, G. 2019). Within this framework, drawing connections between different disciplinary domains and grounded in the principles of embodied cognition theory (Maturana, & Varela, 2012), the role of the body, empathetic relationships, and interaction was explored in the educational pathways of the Master's programs in Performing Arts and Theatre, Pedagogy and Didactics: Methods, Techniques, and Practices of the Performing Arts at Suor Orsola Benincasa University. The research adopted an embodied epistemological paradigm, relational in nature (Gallese, & Morelli, 2024), and employed an Art-Based Research methodology, using mixed methods for data analysis. The findings highlight the educational value of the performing arts through a model of performative didactics structured around embodied theatrical practices, which enhance ex periential, body-based learning and support the development of meaningful learning expe riences (Ausubel, 2004).
The Theatre in the Design of Embodied Performative Didactics: Educating for Relationality in Emerging Educational Contexts
Carlomagno Nadia
2025-01-01
Abstract
n the contemporary context—where virtual relationships mediated by digital communication are increasingly prevalent, particularly among younger generations—there emerges a growing need to rethink the teaching-learning process through the lens of an ex periential pedagogical approach, one centered on authentic relationality (Matteucci, G. 2019). Within this framework, drawing connections between different disciplinary domains and grounded in the principles of embodied cognition theory (Maturana, & Varela, 2012), the role of the body, empathetic relationships, and interaction was explored in the educational pathways of the Master's programs in Performing Arts and Theatre, Pedagogy and Didactics: Methods, Techniques, and Practices of the Performing Arts at Suor Orsola Benincasa University. The research adopted an embodied epistemological paradigm, relational in nature (Gallese, & Morelli, 2024), and employed an Art-Based Research methodology, using mixed methods for data analysis. The findings highlight the educational value of the performing arts through a model of performative didactics structured around embodied theatrical practices, which enhance ex periential, body-based learning and support the development of meaningful learning expe riences (Ausubel, 2004).I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
