Tant l’itinerari de teatre que es fa a 4t d’ESO com el fet d’escollir fer el batxillerat esc\u00e8nic a la postobligat\u00f2ria obren la porta a la creativitat posada al servei d’un proc\u00e9s experimental que recau sobre la mateixa viv\u00e8ncia de l’alumnat i aix\u00f2 li atorga una difer\u00e8ncia significativa respecte als altres itineraris acad\u00e8mics, tot i que no sempre rep el valor que es mereix.<\/p>\n
Sabem que si hi ha una cosa que li interessa, per sobre de tot, a la persona adolescent \u00e9s parlar d’ella mateixa. Doncs, l’estudi de les arts esc\u00e8niques facilita parlar en primera persona, de forma indirecta, fer una introspecci\u00f3 i permetre l’efecte mirall (sigui a trav\u00e9s d’un personatge, d’un text creat per ells mateixos, o des d’un moviment espontani, una improvisaci\u00f3…) que, en la majoria dels casos, ajuda a desbloquejar all\u00f2 que feia temps que pul\u00b7lula per l’inconscient dels joves.<\/p>\n
L’estudi de les arts esc\u00e8niques facilita parlar en primera persona, de forma indirecta, fer una introspecci\u00f3 i permetre l’efecte mirall<\/p><\/blockquote>\n
Tots portem escampades pel cos ferides, p\u00e8rdues, creences d’experi\u00e8ncies viscudes… o comentaris que ens van fer quan \u00e9rem petits i les arts esc\u00e8niques ens donen l’oportunitat de resignificar, posar veu a situacions que ens van marcar i poder viure-les ara d’una altra manera, situar-nos en un altre lloc i reparar aquella viv\u00e8ncia.<\/p>\n
A difer\u00e8ncia d’altres assignatures, el curr\u00edculum de les arts esc\u00e8niques s’entronca en la l\u00ednia de l’escola del futur (o d’aquelles propostes pedag\u00f2giques avantguardistes d’altres temps) per tal com la seva mat\u00e8ria primera \u00e9s l’escolta interna i la del grup, la corresponsabilitat i el respecte, la inclusi\u00f3 de l’entorn, la confian\u00e7a plena en els companys que garanteixi un espai de seguretat per exposar-s’hi i el prop\u00f2sit com\u00fa del projecte que est\u00e0 fet per ser mostrat a alg\u00fa.<\/p>\n
Aquest projecte com\u00fa ens porta a l’aprenentatge-servei que va proposar Jos\u00e9 Antonio Marina fa anys i que s’ha anat incorporant en altres projectes de diferents centres acad\u00e8mics. En el cas de les arts esc\u00e8niques, \u00e9s l’eix natural per tal com tenen sentit en tant que estan pensades per ser representades o per compartir all\u00f2 que s’ha preparat ni que sigui amb un grup de persones.<\/p>\n
Amb relaci\u00f3 a aix\u00f2, a l’escola on tinc la sort de posar en pr\u00e0ctica totes aquestes experi\u00e8ncies art\u00edstiques, fa molts anys que el projecte final del laboratori d’una de les disciplines esc\u00e8niques que hi treballem, l’art de la narraci\u00f3 oral, consisteix a anar a explicar contes en una resid\u00e8ncia d’avis. \u00c9s un moment molt esperat, m\u00e0gic, el que suposa el contacte amb la gent gran, en qu\u00e8 es dona una alqu\u00edmia molt especial en l’interior de cada un dels joves i que els reconcilia (si no ho estaven ja) amb el m\u00f3n.<\/p>\n
A m\u00e9s a m\u00e9s, en cada una de les disciplines esc\u00e8niques que hi proposem (teatre sensorial, clown, interpretaci\u00f3, dramat\u00fargia, po\u00e8tica del joc, m\u00fasica, cant, veu, moviment, improvisaci\u00f3… a banda de la narraci\u00f3 oral) hi ha un repte individual que, com en el viatge de l’heroi, cada un haur\u00e0 d’aprendre a mirar de prop, recon\u00e8ixer les seves ombres i transitar-les. S\u00f3n altres tipus d’ex\u00e0mens<\/em>, de desafiaments personals, com v\u00e8ncer la timidesa de parlar en p\u00fablic, de mostrar-se a l’altre… d’aprendre a construir un discurs ordenat, de defensar-lo amb bona dicci\u00f3 i posant-hi \u00e0nima…<\/p>\n
Cada un d’aquests reptes els dota de recursos per seguir el cam\u00ed de la vida. En aquest escenari que creem a l’aula, no sobre ning\u00fa; tots hi cooperem, ens instaurem com a tribu<\/em> per rec\u00f3rrer tots junts cada tram dels reptes que anem trobant, per dignificar cada creen\u00e7a i, des de l’honestedat i l’humor, convertir totes les pors en bellesa.<\/p>\n","protected":false},"excerpt":{"rendered":"
Tant l’itinerari de teatre que es fa a 4t d’ESO com el fet d’escollir fer el batxillerat esc\u00e8nic a la postobligat\u00f2ria obren la porta a la creativitat posada al servei d’un proc\u00e9s experimental que recau sobre la mateixa viv\u00e8ncia de l’alumnat i aix\u00f2 li atorga una difer\u00e8ncia significativa respecte als altres itineraris acad\u00e8mics, tot i<\/p>\n","protected":false},"author":1137,"featured_media":829,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[130,297],"tags":[203,141,250,251,198],"tipo":[223],"class_list":{"0":"post-828","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-nous-punts-de-vista","8":"category-opinio","9":"tag-art-i-cultura","10":"tag-arts-esceniques","11":"tag-batxillerat-escenic","12":"tag-escolescoop","13":"tag-teatre-i-escola","14":"tipo-opinio"},"yoast_head":"\n
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