The creativity of the adolescent manifested in the theater workshop

During the period of development of adolescents, each and every one of the processes that make them undergo constant changes, it is necessary as an educational institution to provide a space for them to identify with their peers, and in turn, allow them to manifest their skills, abilities and attitudes. We propose the space of the theater workshop as the appropriate environment for students to manifest their creative capacity, encouraging its strengthening, to later materialize in a staging, this can range from the generation of dialogues for a play, the creation of characters, to the construction of scenarios and objects that should appear in each scene. The importance of the fact that students can learn in a meaningful way within an artistic environment is emphasized, in addition to contributing to the formation and consolidation of a positive self-perception as an individual, student, artist and social subject.

Developing an Educational Course in Spiritual Care: An Action Research Study at Two Danish Hospices

Further improvement of spiritual care in palliative care is warranted. Particularly reducing barriers and enhancing spiritual care competencies among the healthcare professionals is needed. The aim was to develop a training course in spiritual care in close collaboration with patients and staff from two Danish hospices. We applied an action research design to ensure that the training course was rooted in everyday practice of patients and staff. The methodology applied was based on philosophical hermeneutics and existential phenomenology. The action research process enabled the division into three topics on how a training course can reduce barriers towards spiritual care among the healthcare professionals. These three topics functioned as a theoretical framework for educating staff at a hospice in spiritual care. The three topics were: (1) the vulnerable encounter; (2) self-reflection concerning spiritual needs, thoughts, beliefs, and values; and (3) shared professional language for spiritual care. We operationalized the three topics into a flexible course design that could be adaptable to the practical possibilities and limitations of the individual hospice. The curriculum includes theoretical teaching, reflection exercises, and an improvisation theater workshop with professional actors. Educating staff led to the improvement of spiritual care at the hospices involved in the study.

150 ore e sperimentazione didattica: il caso del teatro operaio a Terni

The paper has the porpose to explain how the contractual statute of the150-hours promoted an interesting reinterpretation of culture and schooling and how the practical activities of the courses were based on the experience of workers. An overview to contextualize the Terni workers’ case who decided to use the paid hours to explore the importance of the theater as an educational and communication tool to transform the social reality. A report of a unique experience made possible by the support of LiberEtà Cgil which has provided the contact of the coordinator of the theater workshop, Gian Filippo Della Croce (Fiom).

«THE MOUNTAIN GIANTS» BY LUIGI PIRANDELLO IN RUSSIA: TRANSLATORS’ READINGS AND THEATRICAL RECEPTION

The article briefly discusses the history of the creation and staging of the last unfinished play by Luigi Pirandello «Mountain Giants» (1936) in Italy. The main focus is on staging and interpretation of Pirandelloʼs play in Russia, namely on the E. Kamenkovich and P. Agureeva 2014 production at the Moscow Theater «Workshop of Pyotr Fomenko», for which a new translation of the play into Russian was prepared. The comparative analysis of the text of Pirandello's play in Italian and the video record of the performance at the «Peter Fomenkoʼs Workshop» was carried out, which aim is to identify peculiarities of this Russian translation and changes made by the producers while staging the Pirandelloʼs play for the Russian-speaking audience, as well as to understand how the directors overcome the problem of the missing ending.

Undercurrents

Coastal communities, including those surrounding the Gulf of Maine, are facing considerable challenges in adapting to increased flood resulting from sea-level rise, and these challenges will remain well past 2050. Over the longer term (decades to centuries), many coastal communities will have to retreat inland away from the coast and toward something new. To date, there appears to be little consideration of how arts and humanities could be leveraged to encourage learning and experimentation to help communities adapt to our changing climate. In this article, we describe an interactive theater model that seeks to address the challenge of bridging scientific knowledge and community conversations on managed retreat and serve as an innovative tool to encourage more productive community conversations about adapting to rising sea levels. The interactive theater workshop consists of two components. The first is a set of short intertwining monologues by three characters (a municipal leader, a climate scientist, and a coastal property owner) who share their thoughts regarding the prospect of managed retreat. Each character provides a glimpse into the attitudes, values, motivations, and fears related to distinct and authentic perspectives on managed retreat. The monologues are followed by a professionally facilitated interactive session during which audience-participants are invited to probe characters’ perspectives and even redirect and replay scenes in new ways to seek more constructive outcomes. The workshop is designed for all session participants to examine their own strengths and weaknesses when engaging others on this subject, to be more prepared to accommodate a range of emotional connections to the subject matter, and to anticipate social dynamics at play. The workshop has now been piloted at four different events. Initial feedback from post-workshop voluntary surveys suggest that the workshop is useful for improving the capacity of resilience professionals to encourage more productive conversations about difficult climate adaptation actions.

Moral Dialogues, Caring Dilemmas (a Theater Workshop)

This chapter focuses on the implicit and explicit ways that individuals navigate moral dilemmas and produce gendered and racialized identities. Analysis centers on the performance of a play, “Natasia’s Story,” a dramatic rendering of “a mother like us” for an audience of staff, children, and volunteers. This play was collaboratively created, produced, and performed by young women at Palomitáy. Holding the words of characters (in various scenes) in tension with the situation (a theatrical performance) shows how the unspoken assumptions and embedded dialogues of characters and performers are entangled with institutional configurations of power. Attention to the micro-politics of interactions illuminates young women’s sense of themselves as daughters (as well as mothers) and the simultaneous negotiation of moral dilemmas and social hierarchies.

English Noh Theater Workshop: Lessons from a Japanese University EFL Classroom

Recognizing the value of performing arts activities within EFL education, teachers have experimented with a wide variety of approaches in their teaching. This article draws broadly on one such project which took place at a prefectural university in Fukushima during late 2016 and early 2017. Here, English was embedded in a traditional Japanese dramatic form and students in a third-year elective course developed an English language Noh theatre set in cyberspace. While this work is discussed in detail elsewhere (Rockell, 2019), the current article focuses on some of the practical ways the project was carried out and uses these ways as a basis for a suggested English Noh Theatre workshop to be offered to language teachers in Japan in the near future.