Theater in School Education

Abstract

When discussing school theater, we are not referring to arts education aimed at training child actors. First and foremost, theater is not an art form suited to early specialization; consequently, its implementation is a delicate matter, given the prevalence of "contaminating" influences—such as common mannerisms and clichés—that can lead this artistic practice down the wrong path. Paradoxically, what unites us is the concept of play: an indispensable condition for the art of performance and a fundamental element of a child's lived experience. Yet, the fact that this art form is not suited to early specialization is frequently overlooked in common practice. This reality requires us to rethink theater within the context of arts education, as it is an artistic practice whose very essence lies in the realm of play. Furthermore, dramatic art is inherently a group activity; its expressive substance during creation relies heavily on the presence of a partner. It is also defined by its ephemeral nature, as it unfolds in the "here and now"—an art of the present moment. We highlight this complexity by contrasting it with other artistic practices in schools, where the associated "pitfalls" are not as apparent.