School theater

from Wikipedia, the free encyclopedia
This article or the following section is not adequately provided with supporting documents ( e.g. individual evidence ). Information without sufficient evidence could be removed soon. Please help Wikipedia by researching the information and including good evidence.

A school theater (also a school play ) comprises the development, testing, rehearsal and performance of dramatic works with students under the guidance of teachers. It is often rehearsed and performed in literature courses in schools. This is usually done under the guidance of a teacher who takes the initiative. Due to the great commitment of the students concerned, semi-professional achievements can often be seen here.

history

Already in the Middle Ages there was lively theater activity at monasteries and Latin schools as well as among vagabonds and students. In customs, festivals and parodies such as that of the children's bishop , students also took on important acting roles.

In the wake of the Reformation , the school theater experienced an initial boom, as the school stage, as an amateur theater, was withdrawn from direct church access. On the initiative of Luther and Melanchthon , plays with biblical content were performed in Protestant schools. But the classic drama was also cultivated. A leading position was taken by the Protestant grammar school in Strasbourg under Rector Johannes Sturm , who in 1565 rejected the charge of performing too few Bible dramas. Another important sponsor was the Zittau rector Christian Weise , who wrote a comedy, a biblical and a historical play every year for school use, a total of 55. In the course of the Counter-Reformation , the school theater , led by Jesuits , also continued from the middle of the 16th century in Catholic schools. This particular form is known as Jesuit theater.

Due to the Thirty Years' War , the touring theaters and the increasingly emerging professional acting, there was a decline in school theater in the 18th century. In Prussia, Saxony and other countries it was expressly prohibited at times. Nonetheless, school theater continued to be common, but its status varied considerably from school to school. During the Weimar Republic , school theater experienced a brief climax with the construction of the only theater hall in a German school . The first theory of school theater developed the reform pedagogue Martin Luserke . Setbacks were brought about by the Nazi era , but also by the student movement , where school game associations fell asleep and older game masters could not find a successor.

present

A new activity started in the late 1970s, when theater groups started again in many schools . School theater festivals at state level were set up, and state teacher training promoted the qualification of game directors.

In 1980 the first national competition “Students make theater” was announced. The “Theatertreffen der Jugend” was held for the first time in Berlin. In 1985 the school theater of the federal states followed as a nationwide school theater meeting, whereby the school theater developed further with regard to the teaching subject of performing games . In addition, there are numerous local, regional and national school theater meetings.

Educational concept

The theater education at the school is interdisciplinary and project-related one hand, key skills such as communication and team skills , skills in rhetorical field, creative and independent work and social skills develop, the other aesthetic impart education.

Theater pedagogical work is based on the acting possibilities of children and young people and develops them further through holistic, creative learning.

In the subject of German , theater pedagogical working methods provide both a learning method and a form of presentation in numerous teaching situations. In their own scenic experiments, the students are sensitized to the dramaturgical examination of texts. You will learn how language, together with intentions and experiences, feelings and movements, takes on a more intense, sensually perceptible form in the scenic implementation. Your interactive skills will be tested and promoted in a playful way in conjunction with your oral and written communication skills. Theater-pedagogical forms of work strengthen the motivation to learn and create the prerequisite for sustainable identification with the learning content.

In foreign language lessons , theatrical pedagogical working methods and techniques are of a motivating importance, since the students learn to react flexibly and according to the situation through the combination of foreign language, emotions and body language .

Popular pieces

The implementation of books that are not originally dramas at all is also popular, although this involves increased effort for the teacher (e.g. Brave New World by Aldous Huxley , Der Richter und seine Henker von Dürrenmatt, etc.).

literature

  • Claus Bubner, Christiane Mangold: School makes theater . Westermann, Braunschweig 1995, ISBN 3-14-162021-0 .
  • Körber Foundation and Federal Association of Performing Games V. (Ed.): Theater in the school . Edition Körber Foundation, Hamburg 2003, ISBN 3-89684-012-6 .
  • Tanja Bidlo: Theater Education. Introduction. Essen 2006.
  • Fu Li Hofmann: Theater-pedagogical acting training. One try. Transcript, Bielefeld 2014, ISBN 978-3-8376-3009-1 .
  • Leopold Klepacki et al. (Ed.): Ground plans of the school theater. Pedagogical and aesthetic foundation of performing games in schools. Weinheim, Munich 2005.
  • Leopold Klepacki: School theater: theory and practice. Münster, Munich 2004 (= Erlanger contributions to pedagogy. Ed. By Michael Göhlich and Eckart Liebau).
  • Lively school theater: personal play, technical-media play, figural play; Basics, projects, tips; Handouts for the basic course in dramatic design. Auer, Donauwörth 2001.
  • Wolfgang Schneider (Ed.): Theater and School. A handbook on arts education. Bielefeld 2009.
  • Wolfgang Schneider et al. (Hrsg.): Theater in the classroom. When school becomes a stage. Baltmannsweiler 2006.
  • Wolfram Schlabach: prompter box (school theater, educational games, cheerful & contemplative, theater with the class, etc.).

Web links

Individual evidence

  1. ↑ Werner Kohlschmidt, Wolfgang Mohr (Ed.): Reallexikon der deutschen Literaturgeschichte . Vol. 2 L - O. De Gruyter, Berlin 2001, ISBN 3-11-017252-6 , p. 3.
  2. ↑ Mirona Stanescu: from community theater to theater education. A historical development of theater education in Germany . In: Neue Didaktik (2011) 1, pp. 11–29.
  3. ↑ Theater in the school on schule-bw.de