Research Project
ART EDUCATION WORKSHOP THEATRE
for Children in kindergarten and the 1st cycle Primary
for Children in kindergarten and the 1st cycle Primary
I L G I C O O D E L T E A T O R
intervention theatrical Association Historia accomplished through the proposed workshops conducted by the Children of the second cycle of primary school, but in truth, already with those of the 2nd class of the first cycle differs from that proposed for Preschool and Primary 1st cycle. You can direct the play, while retaining the legacy of the work of the work done in previous years, with more structure. It is now finally possible to give more precise and punctual, empowering more and more. The Child is ready to be marked on the spot from which to enter the stage area, or point to reach, where to stay and where to speak the words of the text. You can start using terminology more theatrical, in the traditional sense of the word: our coipione, play characters, the jokes, the entry stage, the output stage, bows, etc..
Another very important that the laboratory theatrical stages, is the development of relations between the children of the class and the knowledge that individual children are now part of it. Children are now able to feel a stronger sense of belonging to a group and are increasingly willing to accept the dynamics that such work entails: the stand before, or being behind the distribution of roles, the difference of the parties, ...
Another interesting and significant work is related to the rapid psychomotor development stage that allows the operator to make requests that require the child to implement the gym and expressive skills: physical positions, balances, plastic compositions.
Increased language development can now know the meaning of the Child and the significance of an increasing number of words and therefore he now is able to better understand the text that is asked to memorize. You can go into the interpretation, of shades and colors. Increases the time and the level of attention, the ability to concentrate is greater, and this is possible to extend the duration of the intervention.
The play as a whole is not only geared to the completion of a path and the routine staging of a text, but itself becomes a learning model and an excellent vehicle for education applicable not only to learning the various materials but also to the development of intelligence related to space and the use made of it.
But the substance of the work, even for children of this age group continues to be increasingly self-expression and the manifestation of their emotions.
Another very important that the laboratory theatrical stages, is the development of relations between the children of the class and the knowledge that individual children are now part of it. Children are now able to feel a stronger sense of belonging to a group and are increasingly willing to accept the dynamics that such work entails: the stand before, or being behind the distribution of roles, the difference of the parties, ...
Another interesting and significant work is related to the rapid psychomotor development stage that allows the operator to make requests that require the child to implement the gym and expressive skills: physical positions, balances, plastic compositions.
Increased language development can now know the meaning of the Child and the significance of an increasing number of words and therefore he now is able to better understand the text that is asked to memorize. You can go into the interpretation, of shades and colors. Increases the time and the level of attention, the ability to concentrate is greater, and this is possible to extend the duration of the intervention.
The play as a whole is not only geared to the completion of a path and the routine staging of a text, but itself becomes a learning model and an excellent vehicle for education applicable not only to learning the various materials but also to the development of intelligence related to space and the use made of it.
But the substance of the work, even for children of this age group continues to be increasingly self-expression and the manifestation of their emotions.
"The stories are like the journey, there are limits.
Quando uno non ha più storie, un altro riprende.
È come il cammino del mondo, di cui nessuno conosce i limiti "
Quando uno non ha più storie, un altro riprende.
È come il cammino del mondo, di cui nessuno conosce i limiti "
DETTO POPOLARE ORIENTALE
FINALITÀ
- Sviluppare L'IMMAGINAZIONE, LA FANTASIA e LA CREATIVITÀ
- Sviluppare IL SENSO DEL DIVERTIMENTO e del PURO GIOCO
- Legittimare LA MANIFESTAZIONE DI SÉ STESSO e favorire la nascita del SENTIMENTO DI LIBERTÀ
- Sviluppare e favorire LA LIBERTÀ CREATIVA con cui il Bambino si esprime attraverso LE LIBERE ASSOCIAZIONI
- Adapt to the requirements of the Child and its first basic needs: PLAY
- Contribute to the recognition of personal identity and the conquest of self-confidence
- develop the ability to be in a group, the sense of interrelation of aggregation and to find out the learning to respect the individuality of others
- not only develop a sense of belonging to a group (class, family, nation and the world) but also a common history (a myth, an event)
- Develop ability to observe
- develop the capacity for motor coordination and self-control of their bodies in space
- Developing the sensory sensitivities of the Child, whose senses are the basic tool of his expressive language
- Develop your sense of rhythm and coordination to encourage free communication and harmonious
- prevent and detect any manifestations of discomfort to help overcome
MAJOR ACTIVITIES PROPOSED
- free dance, music and movement
- body
- Improvisation Improvisation Improvisation
- structured body
- Drama verbal elements of nature and animals
- Interpretation
- Coordination in psychomotor space
- Staging
- The fabulous story and the tale
- Invention language and dramaturgy
- Relaxation
- Canto free
- prop and costume elements
- graphic-pictorial expression of the emotions experienced during the activity theatrical
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