Part 2-Theatre/Special

Theatre Education

Children and Theatre• Children use pretend

play to make sense of the world and what they observe in their environment.

• They assume roles and arrange space and objects.

“Tell me and I will forget.Show me and I will remember.Involve me and I will understand.”Chinese Proverb

Character BuildingProvides students with an outlet for emotions, thoughts, and

dreams they may otherwise not be able to express. safe atmosphere where actions and consequences are

examined and discussed.

Challenge student’s perceptions about their world and themselves.

Character Building• Develop Tolerance and

Empathy– Acting enables one to

see the world through another’s eyes, need to be able to understand their POV

• Teaching working together (cooperating and contributing to the group, listening to peers, team-oriented)

Educational Benefits• Current research shows that students who receive an arts

education are more motivated to learn – and stay in school longer. The arts also provide avenues of achievement for students who might otherwise not be successful in school.

The Importance of Children's Theatre in Elementary Schools by Jim Giles

Educational BenefitsStimulates creativity in

problem solving

Advance Communication skillsLess likely to have

difficulty speaking in public and are more persuasive in arguments.

Educational Benefits

Self Control and Discipline (necessary in all arts)

Reinforces other school curriculumUnderstand ideas in

history and current events

Understand the way human beings interact

SOURCES• American Alliance for Theatre and Education

http://www.aate.com/index.htm• Educational Theatre Association http://www.etassoc.org/

• Why Teach Drama? A Defense of the Craft

http://www.childdrama.com/why.html

Special Education

Art Therapy• What is it?

– A form of psychotherapy that encourages self-expression through painting or drawing.

• Music therapy vs. art therapy– Music: relies on improvisatory and interactive musical

experiences that incorporate rhythm, melody, and harmony. Music is processed by both brain hemispheres and physically stimulates sensory and emotional systems.

– Art: creates an environment in which crucial developmental stages can be naturally promoted through the creative process of art and music.

Why is it important?Leads to changes in how an individual with developmental

disabilities processes information.

Provides an avenue of expression for the minds of those who may not be skilled enough to verbalize their thoughts.

• The child experiences the comfort of discovering a sense of self that he may not have previously experienced.

• these students can be given a way to communicate to others, have confidence in their own ideas, understand emotions, finish projects, Improve their fine-motor skills, problem solve, appreciate the beauty around them, and grow in ways that will empower them throughout their life.

Why is it important?• results in a greater level of expression and creativity within

art, delivering a therapeutic benefit to the individual.• children are encouraged to visually represent their thoughts

and feelings, such as conflicts, wishes, and memories. Utilizing their artwork and verbalizations, they are helped to understand how they function as individuals and as part of a family and group system

Art Activities for Special Needs Art activities should

Be a structured activity, starting with shape

Have display possibilities Lead to the discovery of

some new form Be a familiar home

activity (e.g., cutting, typing, assembling)

Show a step by step progress clearly

Use material a size larger than the hand

Be three dimensional

http://www.youtube.com/watch?v=_o3i6y5kojc

SourcesNisenson, K. (2008). Arts for Healing: the importance of

integrated music and art in therapy and special education. Exceptional Parent, 38(3), 42-44.

Bush, J. (2002). About art therapy. Retrieved from http://www.schoolarttherapy.com/school_art_therapy.htm

Lovano-Kerr, J., & Savage, S. (1972). Incremental Art Curriculum Model for the Mentally Retarded. Exceptional Children, 39(3), 193-199.

Germain, C. (2008). Art for special-needs students. Arts & Activities, 143(3), 55.