Expressão Dramática e Movimento
Teacher Responsible: Margarida Maria da Mota Ferreira Machado
3º Ano | 1º Semestre
Learning objectives
Understand the importance of the Symbolic Game and the Dramatic Game to the increase of the creativity and further its growth
Identify the several components of the creative process: Body, voice, action, expression
Create dramatic texts from the narrative texts
Adapt narrative texts to the dramatic form
Recognize several stories-creation techniques on a Pre-Schooling and Basic Education level
Create and make use of dramatic and cinematic resources
Recognize the vocal tract potential and know how to use it
Being able of performing dramatizations and small choreographies
Master and try out manipulation techniques inherent to the dramatic and cinematic resources
Syllabus
The Dramatic Expression in the learning process:From the Symbolic Game to the Dramatic Game
Characteristics and practices of the Symbolic Game
Imitation,mimic,synchrony,observation and memory in space,time and action
Resources enablers of creativity in the development of the Symbolic Game
Dramatic Game and improvisation
Improvisation and choreography
The Body:Exercises in confidence, and individual and inter-relationships/Free, conditioned and group movements
The Voice:Diaphragm breathing, expressive breathing and vocal technique
Stories creation techniques:Exercises according to feelings and ideas/Movement/Choreography/Scenography/Staging
Narrative text and dramatic text
The narrator function
The representation of characters and space
Narrative sequences and the temporal representation
Action:Nucleus and catalyses
Adaptation of a narrative text into a dramatic one
Dramatic and cinematic resources:Theater with objects and animation: puppets, silhouettes and masks
Teaching methodologies (including evalution)
Theoretical-Practical classes where the conjunction of the active and expositive methods is used by resorting to several strategies: Group-works, visits to exhibitions, debates, shows, documentaries visualization and debate, movies and video-grams.
Used strategies and resources: Exhibitions, debates, documental analysis, individual and group-work, simulations, experiments and essays.
The evaluation of the curricular unit is continuous and stems from the arithmetic consideration and individual practical works. The portfolios will integrate the individual research made by the students as well as their own critical reflections that will be constant throughout the learning process (17,5%+17,5%=35%). The group-works will consist (65% = 32.5%+32.5%) in the adaptation of a narrative to a dramatic text by creating and using the dramatic and cinematographic resources deemed necessary and also a choreograpic group-work.Essential Bibliography (including ISBN)
CHEVALIER, Jean; GEERBRANT, Alain, Dicionário dos simbólos Mitos, Sonhos, Costumes, Gestos, Formas, Figuras, Cores, Números, Lisboa, Ed. Teorema, 1977
HENRIQUES, A. Christófides, Jogar e Compreender, Lisboa, Instituto Piaget, 1996
LEENHARDT, Pierre, A Criança e a Expressão Dramática, Lisboa, Estampa, 1974
LEQUEUX, Paulette, A criança criadora de Espectáculos, Col. Educadores e Educandos, Lisboa, Família 2000, 1977
MONTAGNER, Hubert, A criança actor do seu desenvolvimento, Lisboa, Instituto Piaget, 1996. ISBN 972-771-034-4
RODARI, Gianni, Gramática da fantasia - Introdução à arte de contar histórias, Lisboa, Ed. Caminho, 1993 : ISBN 972-21-0846-8
SOUSA, A. B. (2003) A Educação pela Arte e as Artes na Educação, 2º volume, Horizontes Pedagógicos, Lisboa, Edições Piaget. ISBN:972-771-616-4
VIADEL, Ricardo (coord.), (2003), Didáctica de la Educación Artística, Madrid: Pearsons Prentice Hall, ISBN:84-205-3457-9