Abstract
In an educational environment where experiences offered to children are increasingly being shaped by testing regimes and rigid curriculum design, learning experiences can often border on the bland and the neutral, or at best, focus on positive emotions such as joy and happiness. The work which is described in this article was designed to stimulate a far broader spectrum of emotions, from relief to resentment, fondness to frustration. In the discussion that follows, the authors consider a case where drama pedagogy was used to create a set of learning experiences designed specifically to simultaneously tap into both the cognitive and the affective domains. Using a narrative structure that nevertheless provided opportunities for the children to have agency within the fictional context, the work suggests that there is a strong need for detailed research that explores the relationship between emotion and learning using drama pedagogies.
Résumé
Dans un environnement éducatif où l’expérience offerts aux enfants sont de plus en plus façonnée par régimes de contrôle rigide, et conception des programmes d’études, expérience d’apprentissage peut souvent frontière sur le fade et le point mort, ou au mieux, se concentrer sur les émotions positives comme la joie et le bonheur. Le travail qui est décrit dans cet article a été conçu pour stimuler un beaucoup plus large éventail d’émotions, de la phase de secours le ressentiment, attachement à la frustration. Dans la discussion qui suit, les auteurs considèrent un cas où une pédagogie de drame a été utilisée pour créer une série d’érudition des expériences ont conçu en particulier simultanément pour taper dans le cognitif et les domaines affectifs. Utiliser une structure de récit qui a fourni néanmoins des occasions pour les enfants avoir l’agence dans le contexte fictif, le travail suggère qu’il y ait un fort besoin pour la recherche détaillée qui explore la relation entre l’émotion et les pédagogies de drame d’utilisation d’érudition.
Resumen
En un clima educativo en el que las experiencias que se ofrecen a los niños están cada vez más influenciadas por regímenes de pruebas examinadoras y diseños curriculares rígidos, las experiencias educativas pueden estar a menudo al borde de lo insípido y lo neutro o, en los mejores casos, pueden enfocarse en emociones positivas como la alegría y la felicidad. El trabajo que se describe en este artículo fue diseñado para estimular un amplio abanico de emociones, desde el alivio hasta el resentimiento, desde el cariño hasta la fustración. En la discusión que se incluye a continuación, las autoras comentan un caso en el que la pedagogía teatral se utilizó para crear una serie de experiencias de aprendizaje diseñadas especialmente para acceder, a la vez, a los dominios cognitivos y afectivos. El uso de una estructura narrativa proporcionó oportunidades para que los niños mediaran sus emociones dentro de un contexto ficticio, por lo que este trabajo sugiere que es necesario realizar más estudios que investiguen en profundidad las relaciones entre las emociones y el uso de la pedagogía teatral.
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Dunn, J., Stinson, M. Learning Through Emotion: Moving the Affective in From the Margins. IJEC 44, 203–218 (2012). https://doi.org/10.1007/s13158-012-0058-x
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DOI: https://doi.org/10.1007/s13158-012-0058-x