Behind the masks: good educational practices through the animation theater in the Primary Education classroom

Abstract

This article presents the results of an artistic and educational experience in the Primary Education classroom in which expression and social interaction were worked through dramatization. The research seeks to know the educational potential of animation theatre in teaching-learning processes. For this purpose, we designed a workshop that focuses on the narration and representation of a story through masks and theatre. The theoretical framework of this study focuses on exploring the relationship between aesthetic sensitivity and cognitive development, and how this relationship can contribute to the knowledge process. For the analysis of the results a qualitative research methodology has been applied: through observation, the field journal, photographs and a questionnaire aimed at students. The results show that the two class groups participating in the theatre workshop have improved their skills both in communication and personal expression as in the interpersonal relationship. The conclusions indicate that the animation theatre, generating a comfortable zone (Winnicott, 1974), allows working in different aspects. On the one hand, by encouraging creativity and expression, it improves communication skills; and therefore, positively influences learning. On the other hand, by fostering collaboration and interpersonal relations, it stimulates exchanges between the class group and the students with the teachers; contributing significantly in the teaching-learning processes.