Supervisors info:
ΘΕΟΔΩΡΟΣ ΓΡΑΜΜΑΤΑΣ, ΟΜΟΤ. ΚΑΘ/., ΠΤΔΕ, ΕΚΠΑ
ΜΑΙΡΗ ΖΩΡΑ, ΑΝΑΠΛ. ΚΑΘΗΓ, ΠΤΔΕ, ΕΚΠΑ
ΚΛΕΙΩ ΦΑΝΟΥΡΑΚΗ, ΕΠΙΚ. ΚΑΘΗΓ., ΘΕΑΤΡ.ΣΠΟΥΔΩΝ, ΕΚΠΑ
Summary:
Physicality in theater and its connection with theater in education is the main interest of this paper. Through a brief historical investigation, physicality is proved to be established not only as a prerequisite of theater art, but also as a timeless request, which runs through its history from ancient times to the modern physical theater, without, however, forming a single genre with clear origins and solid features. Therefore, we will use for the definition of physical theater the idiomatic characteristics of the work of the exponents of physicality in the theater of the 20th century, from Stanislavski, Artaud, Meyerhold, Suzuki etc., to Theodoros Terzopoulos.
In the second part of this thesis, the convergence of these characteristics will be attempted in common teaching methodology principles. From the "as if" of Stanislavski to the "impulse" of Grotowski, the "neutrality" of Lecoq etc, all the tools of the great practitioners/teachers are connected in a common methodological line with basic principles: the focus and empowerment of the vital energy with the aim of the body-mind connection, the new approach to the role through the liberation of orality and the use of space in the "Here and now", the experiential knowledge and the continuous research.
In the third chapter, the connection of this methodology with theater in education will be presented. Symbolization, literacy, students’ holistic participation and psychosomatic connection, socialization, empathy and metacognitive skills are related to the benefits of physical theater participation in theater in education, and will be analyzed in chapter four.
Finally, in the fifth chapter, examples of the application of physical theater in education will be presented, concerning programs developed at all three levels of education. These theater-pedagogical programs were enriched with techniques of physical theater and were implemented in the “Hill school” (educational drama in kindergarten), in the “Greek-German education schools” (theatre-pedagogical program in Elementary), and in the context of the "Theatre in the new school" program of the National Theater (High- School).
Keywords:
Physical theatre, theatre in education, body-mind connection, critical pedagogy, experiential learning, cognitive and metacognitive skills,
