Theatre dramaturgy in the university classroom. Bridging the communication gap through action and collaborative work in times of pandemic
Article Sidebar
Downloads
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Main Article Content
Abstract
This text explores alternative ways of considering students’ roles in the university classroom space in times of pandemic. In doing so, we draw on the classical tradition of Aristotelian mimesis contrasted with ideas about modern theatre devised by Brecht and Artaud. The aim is to carry out an agenda in which the student adopts different roles in relation to a specific objective, in this case, that of learning to translate images into words and vice versa, in the environment of Audiovisual Narrative. The consolidated models of Problem Based Learning (PBL) and Collaborative Learning (CL) are used. The proposed design consists of a series of phases in which the role of the viewer changes from observation to active participation in the task.
Article Details
References
Bálint, K. y Kóvacs, András B. (2010). Focalization, attachment, and film viewers’ responses to film characters. En Reinhard, C. & Olson C. (Eds.) Making sense of Cinema: Empirical studies into film spectators and spectatorship. New York: Bloomsbury.
Crithcley, Simon (2020). La tragedia, los griegos y nosotros. Madrid. Noema.
Durkheim, Émile (1982 [1912]). Las formas elementales de la vida religiosa. Madrid, Alianza editorial.
Gamson, William (1992). Talking politics. Cambridge, Cambridge University Press.
Goffman, Erwin (1959). The Presentation of Self in Everyday Life. New York, Doubleday, Anchor Books.
Habermas, Jürgen (1989). Historia y crítica de la opinión pública. La transformación estructural de la vida pública. Barcelona, Gustavo Gili.
Rancière, Jacques (2010). El espectador emancipado. Buenos Aires, Manantial.