![ΑΥΤΟΤΕΛΗ ΒΙΒΛΙΑ • Papadopoulos, Simos (2010). Theatre Pedagogy. Athens. [ISBN: 978 – 960 – 93 – 2014 – 6] Summury The modern research approach on the role of theatre/drama in Education requires the systematic study of the elements that shape it, which will bring forth its scientific and artistic value. Consequently, the present book considers the issue of Theatre Pedagogy, namely the process of educating through drama, the creation and understanding of the theatrical phenomenon in educational environment and the animation of theatrical expression and communication. The book examines research-related issues, such as bodily and improvised verbal expression and communication, drama inquiry of social reality, psychosocial dimension of the play, drama animation of the group, dramatic intelligence and interpersonal development through theatre. In that context, this book examines and presents methodological approaches, techniques and models, such as dramatic play, inquiry drama, and the structural elements and conventions of drama/theatre. The first part offers a brief history of theatre/drama in Education during the 20th century and attempts a methodological analysis of the theory of Theatre Pedagogy, which is initially defined as a specialized discipline, applied in Education, that creates and evolves based on the findings of science and art of theatre and the scientific areas of education; at the same time, the book examines the psychological, psychosocial, artistic and cultural dimensions of Theatre Pedagogy. Next is considered the development of teaching methodology, and the dramatic play and inquiry drama are presented in detail, as basic drama-pedagogical and teaching methods. The extensive development of such methods is reinforced not only by presenting the concept, the principles and the characteristics of the play but also by inquiring their potential linking with cross-curricular thematic approach of teaching and learning (Project). Moreover, the book underlines the importance of integrating drama education into the curriculum as well as that of further education for educators. The present study focuses on the teacher-animator’s role and investigates the significance of his presence; his reflective emotion and body language, his animating skills and his role as researcher. In that environment, we attribute the main role to the teacher-drama animator, whom we consider the organized researcher of his work, the co-researcher of his students and colleagues and the bearer of empathy, dialectical motion and change. The structural elements of theatre/drama (dramatic context, role, focus, on stage dramatic tension, time, space, verbal and bodily expression, symbols) and the characteristics of dramatic text (dialogue, action, plot, textual techniques of dramatic tension, dramatic situations, characters) comprise fundamental keystones for the study of theatrical phenomenon and the development of desirable skills. To that end, the book emphasizes the need to use a number of different drama conventions (imaginary, expressive representation, reflective inquiry, improvisations, symbolic representation, mask and pantomime theatre, teacher in role), stage practices (set, costumes, make-up, music, sound effects) and inquiring skills from the teacher-animator and the group. In the second part the book presents in detail one hundred and thirty games and exercises (get-to know-you-games, games involving movement and expression, transformation, relaxation, observation, focusing on verbal and rhythmical games and improvisations) and eleven short stories, which also evolve as applied dramatic plays; at the same time it suggests indicative improvisations on stage and applied drama workshops about dramatic play and inquiry drama.](index_htm_files/8385.png)
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14Η ΜΕΡΑ - ΧΩΡΟΣ ΤΕΧΝΗΣ/
περίοδος 2016- 2017
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