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Abstract(s)
O presente trabalho parte de uma intervenção baseada nos jogos teatrais de Viola Spolin com crianças do 2º ano do Ensino Básico, em contexto de educação não formal, mais concretamente nas Atividades de Enriquecimento Curricular de Expressão Dramática, com incidência em tópicos como colaboração, escuta e foco.
O estudo partiu da seguinte pergunta: “Como podem as atividades de expressão dramática/teatro em contexto de AEC contribuir para o desenvolvimento de competências de foco, escuta e colaboração em crianças do 2º ano de escolaridade?”.
Foram definidos três objetivos gerais: (I) Promover a participação regular das crianças nas várias dimensões – organizativa, relacional, lúdica e artístico-pedagógica – das sessões de Teatro; (II) Proporcionar a prática e o reconhecimento das potencialidades do Jogo Teatral em contexto educativo; (III) Estimular o desenvolvimento de
competências intra e interpessoais, também específicas da prática teatral, como o foco, a escuta e a colaboração.
Concretamente o estudo visou perceber se as crianças conseguiriam melhorar algumas dificuldades verificadas, como: escutar o outro sem interrupções; manter a atenção por maiores períodos de tempo e colaborar, com maior recorrência e por iniciativa própria, com os colegas.
A intervenção decorreu num total de 16 sessões, com periodicidade semanal. A
metodologia inscreveu-se na abordagem qualitativa, num estudo do tipo investigaçãoação
e integrou, como técnicas de recolha de dados, a observação participante, a
planificação diária das sessões, a respetiva descrição e avaliação em diários de bordo
e a produção escrita das crianças e, como técnica privilegiada de tratamento, a análise
de conteúdo.
Concetualmente, a intervenção assentou em propostas inspiradas nos jogos teatrais
de Viola Spolin, que podem ser desenvolvidos por todos os que pretendam expressarse
através do teatro, quer sejam amadores, profissionais ou crianças. O jogo teatral
tem regras, entre as quais a definição de premissas como “onde”, “quem” e “o quê”,
bem como o objeto (“foco”) de acordo com as características do grupo.
Os resultados obtidos permitem concluir que, após a intervenção, a maioria das
crianças demonstrou uma notória melhoria na forma e tempo de escuta do outro,
revelando maior interesse em ouvi-lo. Foi igualmente constatada melhoria ao nível da
concentração, permitindo que o processo de trabalho nas atividades fluísse de um
modo mais autónomo, bem como a consciência da necessidade de colaborar com o
outro.
ABSTRACT - The present work is part of an intervention based on Viola Spolin's theatrical Games with 2nd grade Elementary School children, in the context of non-formal education, more specifically in the Curricular Enrichment Activities of Dramatic Expression, with focus on topics such as collaboration, listening and focus. The study started from the following question: "How can dramatic expression/theatre activities in the context of AEC contribute to the development of focus skills, listening and collaboration in 2nd grade students?" Three goals were settled: (I)to promote regular participation from the students in dimensions such as organizational, relational playful and artistic-pedagogical from the theatrical sessions. (II) To provide the practice and the recognition of the theatrical game’s potential in educative context; (III) to stimulate the development of intra and interpersonal skills also specific to the theatrical practice such as the focus, listening and collaboration. Concretely, the study aimed to understand if the children could improve some difficulties, such as: listening to the other without interruptions; keep the attention for longer periods of time and collaborate, with greater recurrence and on their own initiative, with colleagues. The intervention went for a total of 16 sessions with weakly frequency. The methodology had a qualitative approach, in an action-research study and integrated techniques as data bases, participant observation, daily session planning, description and evaluation in logbooks, the written production from the children, and as a privileged treatment technique content analysis. Conceptually, the intervention was based on proposals inspired by Viola Spolin's theatrical games, which can be developed by everyone who wants to express themselves through theater, whether they are amateurs, professionals or children. The theatrical game has rules, among which the definition of premises such as "where", "who" and "what", as well as the object ("focus") according to the characteristics of the group. The obtained results allowed us to conclude that, after the intervention, most children showed a noticeable improvement in the way and time with which one can listen to the other, revealing more interest in listening, as well as an improvement in concentration levels, allowing the work process in the activities to flow in a more autonomous way, as well as an awareness of the need to collaborate with others.
ABSTRACT - The present work is part of an intervention based on Viola Spolin's theatrical Games with 2nd grade Elementary School children, in the context of non-formal education, more specifically in the Curricular Enrichment Activities of Dramatic Expression, with focus on topics such as collaboration, listening and focus. The study started from the following question: "How can dramatic expression/theatre activities in the context of AEC contribute to the development of focus skills, listening and collaboration in 2nd grade students?" Three goals were settled: (I)to promote regular participation from the students in dimensions such as organizational, relational playful and artistic-pedagogical from the theatrical sessions. (II) To provide the practice and the recognition of the theatrical game’s potential in educative context; (III) to stimulate the development of intra and interpersonal skills also specific to the theatrical practice such as the focus, listening and collaboration. Concretely, the study aimed to understand if the children could improve some difficulties, such as: listening to the other without interruptions; keep the attention for longer periods of time and collaborate, with greater recurrence and on their own initiative, with colleagues. The intervention went for a total of 16 sessions with weakly frequency. The methodology had a qualitative approach, in an action-research study and integrated techniques as data bases, participant observation, daily session planning, description and evaluation in logbooks, the written production from the children, and as a privileged treatment technique content analysis. Conceptually, the intervention was based on proposals inspired by Viola Spolin's theatrical games, which can be developed by everyone who wants to express themselves through theater, whether they are amateurs, professionals or children. The theatrical game has rules, among which the definition of premises such as "where", "who" and "what", as well as the object ("focus") according to the characteristics of the group. The obtained results allowed us to conclude that, after the intervention, most children showed a noticeable improvement in the way and time with which one can listen to the other, revealing more interest in listening, as well as an improvement in concentration levels, allowing the work process in the activities to flow in a more autonomous way, as well as an awareness of the need to collaborate with others.
Description
Trabalho de Projeto submetido à Escola Superior de Teatro e Cinema para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Teatro - especialização em Teatro e Comunidade
Keywords
Escuta ativa Foco Colaboração Jogos teatrais Atividades de enriquecimento curricular (AEC) Active listening Focus Collaboration Theatrical games Curriculum Enrichment activities (CEA)
Citation
Publisher
Instituto Politécnico de Lisboa - Escola Superior de Teatro e Cinema