LEARNING THROUGH THEATRICALITY: EXPERIMENTAL APPROACH AND DATA ANALYSIS
Abstract
This research has focused on the latest discoveries in the field of neuroscience and Embodied Cognition and a didactic based on theatre which, as several studies confirm, is able to implement the cognitive-affective-relational development of the person, and specifically, of the child (Troiano, 2018; Immordino, 2017).
It was applied an experiential didactive based on the “Education to Theatricality” of prof. Gaetano Oliva, whose main objective is to accompany the subject to form himself through personal experience, the discovery of himself, his possibilities and his limitations, in order to express himself, to relate and then to communicate (Oliva, 2017).
The sample, composed of children from 3 to 6 years old, experienced a dramatic play, a formative and educational activity. The aim was to stimulate the child in several ways, to help him develop his social, emotional and cognitive skills.
The NEPSY-II and AEPS tests used for the assessment were administered before the start of the activity and at the end of the meeting session.
Keywords
Full Text:
PDF (Italiano)References
Antonacci F., Guerra M., Mancino E., (2016) A way of transformation. Research and training with theater in pre-school education , RELAdEI 5.4, Formación del Profesorado de Educación Infantil
Bonfiglio L., Melchiori M. F., Peluso C.F., Torregiani G., (2018) Experimental Analysis on the Development of Cognitive Processes in Childhood Through Body Experience, Psychology Research, November 2018, Vol. 8,No. 11
Cinti F., Troiano G., Valentini M., (2018) Growth and learning through body in movement, Formazione & Insegnamento XVI, pg 159
Di Rago R. (a cura di) (2008), Emozionalità e teatro. Di pancia, di cuore, di testa, Franco Angeli
Immordino-Yang M.E. (2017), Neuroscienze affettive ed educazione, Cortina Raffaello
Koelsh S., Siebel W.A., (2005) Towards a neural basis of music perception, Trends in Cognition Science, dicembre 2005, Volume 9, Issue 12, pag 578-584
Lo Presti F. (2016), La funzione della corporeità nello sviluppo della conoscenza, Formazione&Insegnamento, supplemento n.1/2016
Maturana H., Varela F. (1984), El Arbol del conocimiento, (Organización de EstadosAmericanos, OEA, 1984); tr. it. L’albero della conoscenza, Milano, Garzanti editore, 1992
Meraviglia M.(2012), Sistemi motori. Nuovi paradigmi di apprendimento e comunicazione, Springer-Verlag, Italia
Miglionico, M. (2019), Educazione alla Teatralità. La prassi. Arona: XY.IT
Morsanuto S., Cipollone E., Peluso F.C.(2019), Theatral Education as a unstructured didactic form, Italian Journal of Health Education, Sports and Inclusive Didactics, vol. 3, n.1
Morsanuto S., Cipollone E., Peluso F.C. (2019), The importance of “unstructured” didactics in teacher training to improve the development of cognitive skills in children, Italian Journal of Health Education, Sports and Inclusive Didactics, anno 3, vol. 2
Oliva, G. (2001), L’educazione teatrale nella scuola materna: il gioco drammatico, in «Scuola materna per l’educazione dell’infanzia», anno LXXXVII n. 17, 10 giugno 2001, pp. 20-24.
Oliva, G. (2010), L’Educazione alla Teatralità: il gioco drammatico. Arona: XY.IT, pg 3-6-8-10-197-198-199-202-203-207
Oliva G., (2015) Educare alla Teatralità: percorso propedeutico all’Educazione alla Teatralità, dispensa Università Cattolica del Sacro Cuore, ottobre 2015
Oliva G., (2016) Educazione alla Teatralità: il gioco drammatico, Editore XY.IT, Arona, aprile 2016
Oliva, G. (2017), Educazione alla Teatralità. La teoria. Arona: XY.IT
Oliva, G., Pilotto S. (1999), Una didattica per il teatro attraverso un modello: la narrazione, Padova: Cedam
Pilotto S.(2007), Creatività e crescita personale attraverso l'educazione alla arti: danza, teatro, musica, arti visive.Idee, percorsi, metodi per l'esperienza pedagogica dell'arte nella formazione della persona, Piacenza,L.I.R
Salati, E.M., Zappa, C. (2011), La pedagogia della maschera: Educazione alla Teatralità nella scuola. Arona: XY.IT, pg. 3
Rathje S., Hackel L., Zaki J., (2021). Attending live theatre improves empathy, changes attitudes, and leads to pro-social behavior. Journal of Experimental Social Psychology, Volume 95, ISSN 0022-1031,
Topaloglu G., (2015). Teaching/Learning Strategies Through Art: Theatre and Basic Design Education, Procedia. Social and Behavioral Sciences, Volume 182, ISSN 1877-0428,
Borghi A.M., Nicoletti R., (2005). Movimento e comprensione di parole e frasi. Se leggo cappello… Giornale Italiano di Psicologia.
Peluso Cassese F., Morsanuto S., (2020). L.A.T.E. project: analysis of the correlations between corporeality and cognitive processes in childhood1Embodiment & School. Collection of studies theoretical and applicative-experimental character within which the EMBODIMENT represents the framework of the educational dynamics and didactic and on which to build new methodologies research and innovative approaches in the field of EDUCATION. Is offered particular attention to INCLUSION. By Filippo Gomez Paloma. Pensa Multimedia. University of Study Salerno. 09-2019. ISBN volume 978-88-6760-764-8
Wendy K. Mages W.K., (2018). Does theatre-in-education promote early childhood development?: The effect of drama on language, perspective-taking, and imagination. Early Childhood Research Quarterly, Volume 45, ISSN 0885-2006.
DOI: https://doi.org/10.32043/gsd.v5i2.403
Refbacks
- There are currently no refbacks.
Copyright (c) 2021 Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Italian Journal of Health Education, Sports and Inclusive Didactics
ISSN printed: 2532-3296