Lifelong Learning Programme

This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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Teachers’ Guidelines

Homepage > Teachers’ Guidelines > Theatre as Experiential Learning Tool

The role of theatre as a site for learning in a community context and how it can provide informal learning opportunities for young people experiencing social difficulty

Theatre as Experiential Learning Tool:
Step by Step Process to Implement Theatrical Laboratories in Classroom

There has always been a continuous approach to make education more involving, more comprising, without making it more difficult. From simply giving information to students to experiential education and the relatively new theatre laboratory activities, people have been adjusting education to the present day society, focusing on the psychic as well as the social and physical side of the students.
This guideline will shortly introduce you to examples of existing projects in Europe. Countries in which they are held are Denmark, Malta, United Kingdom and Norway. The main criterion was that organisations must have been founded by the governments or other reliable authorities. The activity of such organizations should be clearly focused and should have systematic programs that show their long lasting results. The main aim correlates with OFF- Book project in such a way to prevent bullying in schools and in private life.
In the last part of this guideline we explore the role of theatre as a site for learning in a community context and how it can provide informal learning opportunities for young people experiencing social difficulty. Theatre in Education (TIE) is used to encourage effective learning in schools. It calls for careful consideration of the audience’s age and requirements in order to engage them and get the message across. Theatre as education has a number of important functions for young people. Using structured processes such as rehearsal techniques and exercises that involve the experiences of young people, theatre can positively contribute to the transmission of their skills development, influencing and supporting intellectual development, as well as empowering them to affect change in their own lives by opening up further education opportunities. In this chapter we describe how to use theatre as learning tool from setting-up to final feedback.

1. The History of Theatre in Learning Education

1.1 The History of Theatre in Learning Education

1.2 From Theatre Games...

1.3 ... to Theatre Laboratories

1.4 Advantages of Setting up Theatre Laboratories in Secondary School

1.5 Theatre Games within Theatre Laboratories Qualities; Final Conclusion

2. Examples of Existing Projects in the Past and Selection of the Best Practices

3. Theatre Laboratory (Theatre Lab) as a Space for Learning and Development Social Skills

4. How to Plan a Theatre Laboratory: Number and Typology of Participants (Teachers, Educators and Educators)

4.1 Typology of Locations Needed

4.2 Duration of Each Meeting and Duration and Frequency of the Whole Laboratory

4.3 Target Group

5. How to Set up a Theatre Laboratory

5.1 First Tuning Stage (Investigating the Educational Needs Each Group)

5.2 Techniques to Use to Free the Group and its Emotions

6. How to Manage a Laboratory

6.1 Competencies Needed

6.2 Techniques

6.3 Different Roles

6.4 Topics and Issues

6.5 Tools and Environment

7. Typology of Final Feedback Expected (Performance, Written Papers, Video)

8. Final Debriefing with Users

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This project has been funded with support from the European Commission. This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.