The magic of a toolbox : The Prague School in Theatre pedagogy : analysis, comprehension, creativity

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F20%3A00114729" target="_blank" >RIV/00216224:14210/20:00114729 - isvavai.cz</a>

Result on the web

<a href="http://hdl.handle.net/11222.digilib/142552" target="_blank" >http://hdl.handle.net/11222.digilib/142552</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.5817/TY2020-1-8" target="_blank" >10.5817/TY2020-1-8</a>

Result language

čeština

Original language name

The magic of a toolbox : The Prague School in Theatre pedagogy : analysis, comprehension, creativity

Original language description

In a Canadian general theatre studies or liberal arts program in which the majority of B.A. students are expected to simultaneously take classes in theatre practice and theory, including acting, directing, design, theatre history and dramaturgy, teaching and learning can be challenging. Often our students approach exercises in text and performance analysis as unnecessary or even as superfluous tasks which a practitioner can do without. The naiveté of this hostile attitude is not surprising, but what is interesting is how a system of structural text and performance analysis, specifically here regarding the category of space, can be used as a pedagogical strategy to wake up the student's imagination and eventually become a tool of the practitioner's creative work. In the following, I will describe how to use the analytical methodologies of drama and performance analysis as developed by Prague School theoreticians as a pedagogical strategy to harness creativity. My case study is a 4th year class – Practice of Dramaturgy – which I have taught at the Department of Theatre, University of Ottawa.

Czech name

The magic of a toolbox : The Prague School in Theatre pedagogy : analysis, comprehension, creativity

Czech description

In a Canadian general theatre studies or liberal arts program in which the majority of B.A. students are expected to simultaneously take classes in theatre practice and theory, including acting, directing, design, theatre history and dramaturgy, teaching and learning can be challenging. Often our students approach exercises in text and performance analysis as unnecessary or even as superfluous tasks which a practitioner can do without. The naiveté of this hostile attitude is not surprising, but what is interesting is how a system of structural text and performance analysis, specifically here regarding the category of space, can be used as a pedagogical strategy to wake up the student's imagination and eventually become a tool of the practitioner's creative work. In the following, I will describe how to use the analytical methodologies of drama and performance analysis as developed by Prague School theoreticians as a pedagogical strategy to harness creativity. My case study is a 4th year class – Practice of Dramaturgy – which I have taught at the Department of Theatre, University of Ottawa.

Type

J_SC - Article in a specialist periodical, which is included in the SCOPUS database

CEP classification

—

OECD FORD branch

60403 - Performing arts studies (Musicology, Theater science, Dramaturgy)

Project

<a href="/en/project/GA16-20335S" target="_blank" >GA16-20335S: Theatre as a Synthesis of the Arts: Otakar Zich in Context of Modern Science and Contemporary Potential of His Concepts</a><br>

Continuities

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Publication year

2020

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Theatralia

ISSN

1803-845X

e-ISSN

—

Volume of the periodical

roč. 23

Issue of the periodical within the volume

č. 1

Country of publishing house

CZ - CZECH REPUBLIC

Number of pages

17

Pages from-to

89-104

UT code for WoS article

—

EID of the result in the Scopus database

2-s2.0-85090538007