Drama and critical pedagogy.

DRAMA AND CRITICAL PEDAGOGY

Drama as a creator of critical consciousness

Critical pedagogy wishes to empower people and transform the society

Aesthetic experience, in drama helps to develop the critical pedagogy.

Drama has critical ideas of society, culture and aesthetics. This can form the bases theory for a critical drama pedagogy.

Educational models are united in their resistance to critical pedagogy.

The essence of drama is the human interaction with the environment and fight to understand the significance of lived experience. In the same way, critical theory seeks to understand all social practices that hinder (prohibits) the self – consciousness and free development. In this context drama if it wants to be part of critical pedagogy must to resolve these problems.

Drama y critical son creadores de pensamiento critic y conciencia critica, ambos quieren transformer la sociedad, ambos desarrollan al ser humano como parte de un todo.

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REFINING THE VALUE OF DRAMA

Drama, is able to develop a critical discourse that invites opposition and argument, invites to be critical and have a critical thinking.

The metaphors of the theatre illuminate an idea of teaching that is essentially dialogic, and therefore dynamic, democratic, social, demystifying, and open to transformation.

It is important to do this because teaching theater is still alive even outside the classroom

Culture is the expression of human consciousness shaped by social life. The expression of culture comes in dramatic ways. Each company develops its own dramatic forms, which forms a particular cultural heritage. Why we must learn to teach theater is a cultural activity.

Drama crea opposicion, argumentos e invita a pensar criticamente. La enseñanza de drama dura aun saliendo del salón es transversal. La cultura es la expresión de la consciencia humana y esta llega de maneras dramáticas, teatro es una actividad cultural.

For Catherine Belsey there are two types of curriculums: one that teaches interpret, create and think about their teaching and other that teach to be passive. Acting, play and drama are also part of teaching. So, the students must be involved in the process of creating drama.

Students should think about specific roles they have to play the role that corresponds to them. Life works in groups, we are gregarious like the theater.

Teachers should encourage students to be educated with a critical training. Drama can create situations for this to be achieved and help society to have a positive change.  La mina dice que hay dos curriculos uno ayuda a ser critic y el otro a ser pasivo, los estudiantes deben conocer sus roles  a pesar de que la vida se de en grupo.  Los profes deben valor a sus estudiantes  criticar.

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DRAMA EDUCATORS

MOTTER: The drama is a primary source of information. Motter said that if schools prepare students to live in American society they must teach art because it reflects the society in which their live.

On the other hand she speaks of as the cultural industry teaches us to be uncritical and liabilities. That is why we use drama to change this thinking and become critical individuals.

for Motter drama have to be an essential education in students, act in a play it allows them to be aware of how important it is to work as a group, know that we are part of a whole and be willing to collaborate with this.

Nevertheless a critical need of pedagogy drama is that it should have the ability to transcend the dubious unity between the object and the subject, say they are part of a whole would make them lose the ability to have a unitary thought that often is needed.

HEATHCOTE: sees the drama as a way to achieve the objectives that could not be achieved with other methods. The drama is a way to learn from our life experiences. She uses drama to create a situation of tension or conflict and that this can be solved by creating a teachable moment.

Heathcote's work demonstrate that she sees schooling as rigidly organized, formalistic, and subject-centered rather than student-centered.

She gives special emphasis to drama reflection tells us that material objects of the world provide a source of knowledge.

WILDER: says students should not only think about improving and developing them, they also have to develop the reality around them.

Personal development is good but always ends when the subject decides to end it. if the subject does not develop together with the society this is in the past.

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