Identifying Data 2020/21
Subject (*) Teaching Children's Drama and Theatre Code 652G01042
Study programme
Grao en Educación Infantil
Descriptors Cycle Period Year Type Credits
Graduate 2nd four-month period
 Fourth Optional 4.5
Language
Spanish
English
Teaching method Hybrid
Prerequisites
Department Didácticas Específicas e Métodos de Investigación e Diagnóstico en Educación
Coordinador
Couto Cantero, Pilar
 E-mail
pilar.couto@udc.es
Lecturers
Couto Cantero, Pilar
 E-mail
pilar.couto@udc.es
Web
General description O curso ten como obxectivo actuar no campo teórico, aclarando a comprensión de conceptos básicos sobre teatro, dramatización, teatralidade e no campo práctico, proporcionando aos estudantes a capacidade de propoñer accións educativas no período de 0 a 6 anos. a produción de actividades con carácter didáctico para aplicar a grupos de nenos en educación infantil dentro dun plan xeral de educación.
Contingency plan 1. Cambios de contido
Non hai modificacións.
2. Metodoloxías
* Metodoloxías de ensino que se manteñen
Mantéñense as lecturas e a discusión guiada.
* Metodoloxías de ensino que se modifican
A mesa redonda e os talleres substitúense por sesións virtuais e titorías na plataforma TEAMS e os medios dispoñibles ofrecidos pola UDC.

3. Mecanismos de atención personalizada aos estudantes
As titorías realízanse por correo UDC, teléfono desviado, moodle e TEAMS.

4. Modificacións na avaliación

* Observacións de avaliación:
En caso de continxencia e ante a imposibilidade de realizar a obra teatral, a avaliación modifícase nos seguintes termos e porcentaxes:

- Facer un "monicreque" (con material reciclable, se é posible). Individual. 25%.
- "Script" ou texto escrito dramático (con todas as súas versións). En grupos xa establecidos. 40%.
- Diario de traballo, reflexións e proceso de elaboración do traballo. En grupos xa establecidos. 35%.

5. Modificacións da bibliografía ou webgrafía
Non hai.

Study programme competencies
Code Study programme competences
A40 Promover o interese e o respecto polo medio natural, social e cultural a través de proxectos didácticos adecuados.
A42 Coñecer o currículo de lingua e lectoescritura desta etapa así como as teorías sobre a adquisición e desenvolvemento das aprendizaxes correspondentes.
A43 Favorecer as capacidades da fala e da escritura.
A44 Coñecer e dominar técnicas de expresión oral e escrita.
A45 Coñecer a tradición oral e o folclore.
A46 Comprender o paso da oralidade á escritura e coñecer os diferentes rexistros e usos da lingua.
A47 Coñecer o proceso de aprendizaxe da lectura e a escritura e o seu ensino.
A48 Afrontar situacións de aprendizaxe de linguas en contextos multilingües.
A49 Recoñecer e valorar o uso adecuado da linguaxe verbal e non verbal.
A50 Coñecer e utilizar adecuadamente recursos para a animación á lectura e á escritura.
A51 Adquirir formación literaria e en especial coñecer a literatura infantil.
A52 Ser capaz de fomentar unha primeira aproximación a unha lingua estranxeira.
B7 Comunicarse de maneira efectiva nun contorno de traballo.
B10 Capacidade de análise e síntese.
B11 Capacidade de busca e manexo de información.
B12 Capacidade de organización e planificación.
B15 Capacidade para asumir a necesidade dun desenvolvemento profesional continuo, a través da reflexión sobre a propia práctica.
B16 Capacidade para integrarse e comunicarse con expertos noutras áreas e en contextos diferentes.
B17 Capacidade para presentar, defender e debater ideas utilizando argumentos sólidos.
B19 Comunicación oral e escrita na lingua materna.
B20 Coñecemento de outras culturas e de outras costumes.
B21 Coñecemento e comunicación en linguas estranxeiras.
B25 Utilización das TIC no ámbito de estudo e do contexto profesional.
C1 Expresarse correctamente, tanto de forma oral coma escrita, nas linguas oficiais da comunidade autónoma.
C2 Dominar a expresión e a comprensión de forma oral e escrita dun idioma estranxeiro.
C3 Utilizar as ferramentas básicas das tecnoloxías da información e as comunicacións (TIC) necesarias para o exercicio da súa profesión e para a aprendizaxe ao longo da súa vida.
C8 Valorar a importancia que ten a investigación, a innovación e o desenvolvemento tecnolóxico no avance socioeconómico e cultural da sociedade.

Learning aims
Learning outcomes Study programme competences
Debating about topics related to character's psychology, group work and problem solving. A40
A42
A43
A44
A45
A47
A48
 B7
B10
B11
B16
B17
B19
B21
B25
 C1
C2
Critical understanding of the inicial texts abd foundations for the drama process. A43
A44
A46
A47
A48
A49
A50
A51
 B11
B21
 C2
Planning and developing a complete drama play according to the corresponding educational level. A40
A44
A46
A49
A52
 B7
B12
B15
B16
B17
B19
B20
B21
B25
 C1
C2
C3
C8

Contents
Topic Sub-topic
Foundations about Theatre. Body, movement, text ad space.
Elements of dramatisation. Conflict, group and norm.
Themes, topics an pedagogical proposals. Personal conflicts, domestic conflicts and group conflicts. Ways of intervention.
Teaching and Learning parameters: analysing micro-texts. Fable, tale and dramatisation elements.
Psychological issues. Theoretical models. Psychopedagogical hypothesis and educational projections.
Practical elements of dramatisation in early childhood education. Objects, contexts, spaces and symbolisation.
Elaboration of a dramatisation project. Practical implementation of the theoretical contents.

Planning
Methodologies / tests Competencies Ordinary class hours Student’s personal work hours Total hours
Workbook A40 A46 A47 A50 A51 B10 B11 8 24 32
Directed discussion A43 A48 B15 B17 B19 B20 C3 8 16 24
Panel discussion A44 B7 B16 B25 C8 7 21 28
Workshop A42 A45 A49 A52 B12 B21 C1 C2 8 16 24
 
Personalized attention 4.5 0 4.5
 
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies
Methodologies Description
Workbook From the analysis of the readings, from their critical projection in the didactic task and from the reflection on the obtained results, we will proceed to the planning of concrete activities with a view to the students acquiring a critical awareness of the socio-educational reality that allows them to implement the channels and the basic criteria of cultural action in a modern and democratic society.
Directed discussion
Practical reflection on the previously mentioned elements, whatever these may be.
Panel discussion The various critical contributions, both theoretical and practical, will be made in order to understand the facts analyzed not as isolated situations, but as part of a complex knot where the child's cultural evolution and the educational environment interact to elaborate the bases of the social fact in its psycho-pedagogical dimension.
Workshop Theatrical practice both of daily situations analysis and of its corresponding mimesis oriented to psychoeducational intervention.

Personalized attention
Methodologies
Directed discussion
Workshop
Description
Individual/group Workshops will be assessed weekly on request.


Assessment
Methodologies Competencies Description Qualification
Directed discussion A43 A48 B15 B17 B19 B20 C3
Practical reflection on the previously mentioned elements, whatever these may be. 		40
Workshop A42 A45 A49 A52 B12 B21 C1 C2 Theatrical practice both of daily situations analysis and of its corresponding mimesis oriented to psychoeducational intervention. 60
 
Assessment comments

The workshop implies the complete and continuous creative process from the initial planning of each group until the moment of the final representation of the drama play. Previous readings are included from the first week. Those readings are useful for planning and debating about formal and content aspects of the general process. Directed discussion is included in the written assignement (groupal and individual) that each group and member of the group must deliver once the drama play has been performed. (Personal/group attention must be required).  Therefore, group work and individual work will be assessed as a whole. 

Assessment for students without regular attendance: Contact the teacher.

Sources of information
Basic

Alonso de Santos, José Luis (1999). Escritura dramática. Madrid: Castalia.

Boal, Augusto (2009). Teatro del oprimido. Barcelona: Alba.

Bowell, P. & B. S. Heap (2017). Putting Process Drama into Action. The Dynamics of Practice. Routledge.

Cañas, Jesús (2008). Didáctica de la expresión dramática. Una aproximación a la didáctica teatral en el aula. Barcelona: Octaedro.

Casanova Fuentes, Andrea y Couto-Cantero, Pilar (2018). English Language in the Classroom: A Text Dramatization Experience in Galicia. DIGILEC. Revista Internacional de Lenguas y Culturas 5, pp. 52-69. DOI: https://doi.org/10.17979/digilec.2018.5.0.4988

http://revistas.udc.es/index.php/DIGILEC/issue/view/216

Castronuovo, J. (2008). Lecciones de pantomima. Madrid: Fundamentos.

Couto-Cantero, Pilar (2014). Un modelo teórico-práctico: la transpodidáctica textual. Usos y aplicaciones para la enseñanza y aprendizaje de lenguas. Didáctica. Lengua y Literatura, 26. 105-129. ISSN: 1130-0531.  http://dx.doi.org/10.5209/rev_DIDA.2014.v26.46836

 Couto-Cantero, Pilar & Fernández Maceiras, Tanya (2011). Stakeholders Values, Attitudes and Purposes towards the Teaching and Learning of a Foreign Language through Drama in Béatrice Boufoy-Bastick Ed. The International Handbook of Cultures of Teacher Education: Comparative international issues in Curriculum and Pedagogy. 195-210. Strasbourg. France: ANALYTRICS. ISBN: 979-10-90365-01-8 (hbk.).

Couto-Cantero, Pilar & Fernández Maceiras, Tanya (2011). Implementing and Supporting Drama in the EFL Early Childhood Classroom through Storybooks – A Classroom Action-Research in a Bilingual School in Spain in Tchibozo, G., Ed. (2011), Proceedings of the 3rd Paris International Conference on Education, Economy and Society, Analytrics: Strasbourg (France).  155-162. ISBN 978-2-9533842-9-1. Diponible en http://analytrics.org/Documents/Actes%20-%20Proceedings%202011.pdf 30 de junio de 2011.

 Couto-Cantero, Pilar (2011). La promoción del multiculturalismo a través del cuento infantil en López Martínez, D. (Ed.). Actas del XII Congreso Internacional de Literatura Española Contemporánea. El papel de la literatura, el cine y la prensa (TV/ Inernet/MAV) en la configuración y promoción de criterios, valores y actitudes sociales. Andavira: Santiago de Compostela. 107-119. ISBN: 978-84-8408-665-9.

Couto-Cantero, Pilar & Fernández Maceiras, Tanya (2011). Stakeholders Values, Attitudes and Purposes towards the Teaching and Learning of a Foreign Language through Drama in Béatrice Boufoy-Bastick Ed. The International Handbook of Cultures of Teacher Education: Comparative international issues in Curriculum and Pedagogy. 195-210. Strasbourg. France: ANALYTRICS. ISBN: 979-10-90365-01-8 (hbk.).

Furman, Lou (2000), “In Support of Drama in Early Childhood Education, Again”. Early Childhood Education Journal, Vol. 27, No. 3, 2000.

García del Toro, Antonio (2011). Teatralidad, cómo y por qué enseñar textos dramáticos . Barcelona: Graó.

Lázaro Cantarín, Julio (1998). Taller de teatro. Madrid: CCS.

Kagan, S.L. (1990), “Children's Play – The journey from theory to practice”. In E. Klugman & S. Smilansky (Eds.). Children's Play and Learning: Perspectives and policy implications (pp. 173–187). New York: Teachers College Press.

Kerman, Gertrude L. (1961), Plays and Creative Ways with Children, New York: Harvey House.

Renel, G. (2000). El lenguaje corporal. Madrid: Edaf.

Rodríguez López-Vázquez, A. (1993), "La didáctica del hecho teatral", Revista Interuniversitaria de Formación del Profesorado, 18, pp. 169-174.

- - - - -  (1997), "Elementos didácticos del teatro", en Cantero, F. et al.  (Eds.), ob.cit., pp. 401-404.

- - - - -  (1998), "Actitudes, valores y normas de la literatura infantil y juvenil. De R. L. Stevenson a Crompton", en Cabo, R. (Dir.),  ob.cit.; pp. 1-20.

Sánchez Montes, M.J. (2004). El cuerpo como signo. Madrid: Biblioteca Nueva.

Smilansky, S. (1968), The effects of sociodramatic play on disadvantaged preschool children, New York: Wiley.

Svoboda, J. (1993). The secret of theatrical space. Nueva York: Applause, Theater Books.

Tejerina, I. (1994), Dramatización y teatro infantil. Dimensiones psicopedagógicas y expresivas, Madrid: Siglo XXI.

- - - - - (2000), "La literatura dramática infantil. Luces y sombras", ADE Teatro. Revista de la Asociación de Directores de Escena de España, 80; pp. 102-107.
Complementary

Alonso de Santos, José Luis (1999). Escritura dramática. Madrid: Castalia.

Boal, Augusto (2009). Teatro del oprimido. Barcelona: Alba.

Cañas, Jesús (2008). Didáctica de la expresión dramática. Una aproximación a la didáctica teatral en el aula. Barcelona: Octaedro.

Castronuovo, J. (2008). Lecciones de pantomima. Madrid: Fundamentos.

Couto-Cantero, Pilar (2014). Un modelo teórico-práctico: la transpodidáctica textual. Usos y aplicaciones para la enseñanza y aprendizaje de lenguas. Didáctica. Lengua y Literatura, 26. 105-129. ISSN: 1130-0531. http://dx.doi.org/10.5209/rev_DIDA.2014.v26.46836

Couto-Cantero, Pilar & Fernández Maceiras, Tanya (2011). Stakeholders Values, Attitudes and Purposes towards the Teaching and Learning of a Foreign Language through Drama in Béatrice Boufoy-Bastick Ed. The International Handbook of Cultures of Teacher Education: Comparative international issues in Curriculum and Pedagogy. 195-210. Strasbourg. France: ANALYTRICS. ISBN: 979-10-90365-01-8 (hbk.).

Couto-Cantero, Pilar & Fernández Maceiras, Tanya (2011). Implementing and Supporting Drama in the EFL Early Childhood Classroom through Storybooks – A Classroom Action-Research in a Bilingual School in Spain in Tchibozo, G., Ed. (2011), Proceedings of the 3rd Paris International Conference on Education, Economy and Society, Analytrics: Strasbourg (France). 155-162. ISBN 978-2-9533842-9-1. Diponible en http://analytrics.org/Documents/Actes%20-%20Proceedings%202011.pdf 30 de junio de 2011.

Couto-Cantero, Pilar (2011). La promoción del multiculturalismo a través del cuento infantil en López Martínez, D. (Ed.). Actas del XII Congreso Internacional de Literatura Española Contemporánea. El papel de la literatura, el cine y la prensa (TV/ Inernet/MAV) en la configuración y promoción de criterios, valores y actitudes sociales. Andavira: Santiago de Compostela. 107-119. ISBN: 978-84-8408-665-9.

Couto-Cantero, Pilar & Fernández Maceiras, Tanya (2011). Stakeholders Values, Attitudes and Purposes towards the Teaching and Learning of a Foreign Language through Drama in Béatrice Boufoy-Bastick Ed. The International Handbook of Cultures of Teacher Education: Comparative international issues in Curriculum and Pedagogy. 195-210. Strasbourg. France: ANALYTRICS. ISBN: 979-10-90365-01-8 (hbk.).

Furman, Lou (2000), “In Support of Drama in Early Childhood Education, Again”. Early Childhood Education Journal, Vol. 27, No. 3, 2000.

García del Toro, Antonio (2011). Teatralidad, cómo y por qué enseñar textos dramáticos . Barcelona: Graó.

Lázaro Cantarín, Julio (1998). Taller de teatro. Madrid: CCS.

Kagan, S.L. (1990), “Children's Play – The journey from theory to practice”. In E. Klugman & S. Smilansky (Eds.). Children's Play and Learning: Perspectives and policy implications (pp. 173–187). New York: Teachers College Press.

Kerman, Gertrude L. (1961), Plays and Creative Ways with Children, New York: Harvey House.

Renel, G. (2000). El lenguaje corporal. Madrid: Edaf.

Rodríguez López-Vázquez, A. (1993), "La didáctica del hecho teatral", Revista Interuniversitaria de Formación del Profesorado, 18, pp. 169-174.

- - - - - (1997), "Elementos didácticos del teatro", en Cantero, F. et al. (Eds.), ob.cit., pp. 401-404.

- - - - - (1998), "Actitudes, valores y normas de la literatura infantil y juvenil. De R. L. Stevenson a Crompton", en Cabo, R. (Dir.), ob.cit.; pp. 1-20.

Sánchez Montes, M.J. (2004). El cuerpo como signo. Madrid: Biblioteca Nueva.

Smilansky, S. (1968), The effects of sociodramatic play on disadvantaged preschool children, New York: Wiley.

Svoboda, J. (1993). The secret of theatrical space. Nueva York: Applause, Theater Books.

Tejerina, I. (1994), Dramatización y teatro infantil. Dimensiones psicopedagógicas y expresivas, Madrid: Siglo XXI.

- - - - - (2000), "La literatura dramática infantil. Luces y sombras", ADE Teatro. Revista de la Asociación de Directores de Escena de España, 80; pp. 102-107.

Recommendations
Subjects that it is recommended to have taken before
Teaching Children's Literature/652G01024

Subjects that are recommended to be taken simultaneously
Psychomotor Education and Motor Skills/652G01039

Subjects that continue the syllabus
Teaching Physical Expression/652G01020

Other comments

It is recommended to send the works electronically and if this is not possible, do not use plastics, choose double-sided printing, use recycled paper and avoid printing drafts.

Sustainable use of resources and the prevention of negative impacts on the natural environment must be made. 

The importance of ethical principles related to sustainability values ??in personal and professional behaviour must be taken into account.


(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.