The essay reports some key findings drawn from the results of the «Theatre and Learning» project, carried out by STD – Scuola Teatro Dimitri (Verscio) in 2007/08 in Canton Ticino with the support of the DoRe Swiss National Foundation program . The project aimed at introducing performing art education in schooling, as an informal learning activity in line with an educational culture sensitive to the idea of global learning. The socio-cultural dimension assumed in the project great relevance, as theatre provides students of a privileged access point to the interiorization of cultural heritage. Moreover it is a medium of methodological innovation in schooling. The research plan included a training course for the 4 participant elementary school teachers; laboratories with children, trained by theatre professionals, all over a scholastic year, about drama, movement, singing and music, playing etc.; set-up of 4 different performances (one for each participant class) inspired to the same text (Metamorfosi by Publio Ovidio Nasone) and played by the children alone; the qualitative data collection carried out by a scientific team external to the actors’ group. The essay aims to verify some of the research hypothesis that support a description of the reflexive Revue suisse des sciences de l’éducation 36 (3) 2014 29 Thema and informal learning process among children (learning by experience), such as the hypothesis of motivation, differentiation, technical refining, integration of learning, entirety, and communicative efficacy/emotion. By using narrative elements (drawn by personal documents, classroom journals, semi-structured interviews), the essay shows how the most meaningful learning achievements were linked to increased capacity to carry out a rigorous formal training via performing art education. This experimental activity did not prevent their emotional expression nor their creativity, rather facilitated children in reaching a new integration between part and whole, originality and repetition, rationality and bodyness.

Il saggio riporta alcune considerazioni scaturite nell’ambito del progetto «Teatro e Apprendimento», svolto dalla STD – Scuola Teatro Dimitri di Verscio nel 2007/08 in Canton Ticino con il sussidio DoRe del Fondo Nazionale Svizzero per la ricerca scientifica. Il progetto sosteneva la necessità di introdurre nelle pratiche scolastiche momenti di apprendimento «qualitativo», ovvero informale, secondo una cultura educativa attenta alla globalità. Molto rilevante all’interno del quadro teorico è la dimensione socio-culturale: il teatro fornisce una chiave d’accesso privilegiata al patrimonio culturale, oltre che essere una strategia di innovazione didattica. Il piano di ricerca ha incluso le seguenti attività: un percorso formativo con gli insegnanti di 4 scuole elementari ticinesi (una classe per scuola) che partecipavano al progetto come partner di terreno; la realizzazione di laboratori, durante tutto l’anno scolastico, di movimento, canto e musica, lavoro sul testo d’autore, recitazione, drammatizzazione e improvvisazione; la realizzazione di 4 messe in scena con protagonisti i soli bambini (ispirate alle Metamorfosi di Publio Ovidio Nasone); la raccolta e analisi dei dati qualitativi da parte di un’équipe scientifica distinta. Nel saggio si verificano alcune ipotesi circa il rapporto tra teatro e apprendimento, messe a punto per meglio descrivere il procedimento riflessivo informale (apprendere dall’esperienza): Ipotesi della motivazione, Ipotesi della differenziazione, Ipotesi dell’affinamento tecnico, Ipotesi dell’integrazione, Ipotesi dell’interezza, Ipotesi dell’efficacia comunicativa o dell’emozione. Attraverso il recupero di materiale narrativo (schede personali, diari di bordo, interviste qualitative) si mostrerà come gli apprendimenti più significativi sono riconducibili alla accresciuta capacità dei bambini di portare a termine un rigoroso apprendistato formale attraverso le discipline artistiche. L’attività sperimentale non ha impedito l’espressione emozionale, né il gesto creativo, bensì ha condotto i singoli e il gruppo a raggiungere una inedita «integrazione»tra parte e tutto, tra originalità e ripetizione, tra razionalità e corporeità. Thema Revue

Colombo, M., Non-formal and Informal Learning in a Formal Setting:notes from an empirical study in the field of performing Artseducation in four primary schools in Canton Ticino, <<SCHWEIZERISCHE ZEITSCHRIFT FUER BILDUNGS WISSENSCHAFTEN>>, 2014; 36 (3): 407-434 [http://hdl.handle.net/10807/64166]

Non-formal and Informal Learning in a Formal Setting: notes from an empirical study in the field of performing Arts education in four primary schools in Canton Ticino

Colombo, Maddalena
2014

Abstract

The essay reports some key findings drawn from the results of the «Theatre and Learning» project, carried out by STD – Scuola Teatro Dimitri (Verscio) in 2007/08 in Canton Ticino with the support of the DoRe Swiss National Foundation program . The project aimed at introducing performing art education in schooling, as an informal learning activity in line with an educational culture sensitive to the idea of global learning. The socio-cultural dimension assumed in the project great relevance, as theatre provides students of a privileged access point to the interiorization of cultural heritage. Moreover it is a medium of methodological innovation in schooling. The research plan included a training course for the 4 participant elementary school teachers; laboratories with children, trained by theatre professionals, all over a scholastic year, about drama, movement, singing and music, playing etc.; set-up of 4 different performances (one for each participant class) inspired to the same text (Metamorfosi by Publio Ovidio Nasone) and played by the children alone; the qualitative data collection carried out by a scientific team external to the actors’ group. The essay aims to verify some of the research hypothesis that support a description of the reflexive Revue suisse des sciences de l’éducation 36 (3) 2014 29 Thema and informal learning process among children (learning by experience), such as the hypothesis of motivation, differentiation, technical refining, integration of learning, entirety, and communicative efficacy/emotion. By using narrative elements (drawn by personal documents, classroom journals, semi-structured interviews), the essay shows how the most meaningful learning achievements were linked to increased capacity to carry out a rigorous formal training via performing art education. This experimental activity did not prevent their emotional expression nor their creativity, rather facilitated children in reaching a new integration between part and whole, originality and repetition, rationality and bodyness.
2014
Italiano
Colombo, M., Non-formal and Informal Learning in a Formal Setting:notes from an empirical study in the field of performing Artseducation in four primary schools in Canton Ticino, <<SCHWEIZERISCHE ZEITSCHRIFT FUER BILDUNGS WISSENSCHAFTEN>>, 2014; 36 (3): 407-434 [http://hdl.handle.net/10807/64166]
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10807/64166
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