Teatro educazione e curricolo. Una questione aperta

Abstract

What is the place of theatre-education within the curriculum? How is the relationship between teacher and theatre educator? These two theme refer to two specific positions, and, ultimately, to two theoretical positions: “one that recognizes theatre as an instrument of knowledge in a broad sense, and the other for which theatre would be essentially an aesthetic, creative, psychomotor experience and above all affective” (Guerra & Militello, 2011, p. 42). The observatory represented by the theatrical-performance themed projects carried out between 2018 and 2019 with the three-year plan of the arts (Legislative Decree 60/2017) can provide some indications to try to outline the contours of these two issues at the centre of the debate in the field of theatre-education. The data show the difficulty of inserting theatre-education into the curriculum, but also an impact on the daily way of doing school in the direction of strengthening laboratory teaching.