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

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

čeština

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

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

Projekt

<a href="/cs/project/GA16-20335S" target="_blank" >GA16-20335S: Divadlo jako syntéza uměni: Otakar Zich v kontextu moderní vědy a dnešní potenciál jeho konceptů</a><br>

Návaznosti

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

Rok uplatnění

2020

Kód důvěrnosti údajů

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

Název periodika

Theatralia

ISSN

1803-845X

e-ISSN

—

Svazek periodika

roč. 23

Číslo periodika v rámci svazku

č. 1

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

17

Strana od-do

89-104

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85090538007