SENTIMENTAL EDUCATION AND STORYTELLING: THE MEETING BETWEEN THE MASTER IN THEATRE, PEDAGOGY AND DIDACTICS AND THE CAMPANIA THEATRE FESTIVAL

Nadia Carlomagno, Arianna Ricciardi, Valeria Vadalà

Abstract


The growing challenge for the current generation is to experience emotions that are not mediated by social media; therefore, new educational approaches should aim to enhance emotional and sentimental education within learning processes. The workshop held as part of the Campania Teatro Festival, aimed at students of the Master's program in Theatre, Pedagogy, and Didactics, explored, through a narrative and practice-based research approach, the effectiveness of theatrical practices in strengthening emotional, relational, and creative skills.


Keywords


Emotional education, Storytelling, Theatrical pedagogy, Performativity

Full Text:

PDF

References


Aaltonen, H., & Bruun, E. F. (2014). Practice as research in drama and theatre: Introducing narrative supervision methodology. Nordic Journal of Art & Research, 3(1).

Ausubel, D. P. (2004). Educazione e processi cognitivi. Guida psicologica per gli insegnanti (Vol. 25). Milano: FrancoAngeli.

Bruner, J. (1990). Acts of meaning: Four lectures on mind and culture (Vol. 3). Harvard university press.

Candy, L. (2006). Practice based research: A guide. CCS report, 1(2), 1-19.

Carlomagno N., Minghelli V. (2022). Interpersonal Distance in CReAP+T Method in Distance Learning, In AA.VV., Higher Education Learning Methodologies and Technologies Online. Cham: Springer.

Carlomagno, N. (2020). Le potenzialità didattiche delle arti sceniche. Education sciences and society, (2020/1).

Carlomagno, N. (2022). Pratiche performative teatrali nella formazione di competenze didattiche. Non cognitive skills, contaminazioni e azioni non lineari. Nuova secondaria, 375-388.

Caruana, F., & Borghi, A. M. (2016). Il cervello in azione [The Brain in Action]. Bologna: Il Mulino.

Damasio, A. R. (1999). The feeling of what happens: Body and emotion in the making of consciousness. Houghton Mifflin Harcourt.

Demetrio, D. (1996). L’autobiografia come cura di sé. Milano: Editore Raffaello Cortina1996.

Dewey, J. (1938). Experience and education. Kappa Delta Pi. International Honor Society in Education.

Frauenfelder E., Santoianni F. (2002). Le scienze bioeducative. Prospettive di ricerca, Liguori, Napoli.

Gallagher, S., & Lindgren, R. (2015). Enactive Metaphors: Learning through Full-Body Engagement. Educational Psychology Review, 27, 391-404.

Gallese, V. (2005). Embodied simulation: From neurons to phenomenal experience. Phenomenology and the cognitive sciences, 4, 23-48.

Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. Bantam Books.

Immordino‐Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, brain, and education, 1(1), 3-10.

Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge university press.

Maturana, H.R., Varela, F.J. (1991). Autopoiesis and cognition: The realization of the living. Springer.

Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Education, 1(1), 58–63. Thousand Oaks, CA: SAGE Publications.

Mortari, L. (2006). La pratica dell'aver cura. Pearson Italia Spa.

Nicholson, H. (2014). Applied drama: The gift of theatre. Bloomsbury Publishing.

Nussbaum, M. C. (2003). Upheavals of thought: The intelligence of emotions. Cambridge University Press.

Rivoltella, P. C., Garavaglia, A., Ferrari, S., Carenzio, A., Bricchetto, E., Petti, L., & Triacca, S. (2013). Fare didattica con gli EAS. Episodi di Apprendimento Situato (pp. 1-236). La scuola.

Rogers, C. R. (1995). On becoming a person: A therapist's view of psychotherapy. Houghton Mifflin Harcourt.

Rosa, H. (2019). Resonance: A sociology of our relationship to the world. John Wiley & Sons.

Rossi, P. G. (2011). Didattica enattiva. Complessità, teorie dell'azione, professionalità docente: Complessità, teorie dell'azione, professionalità docente. FrancoAngeli.

Shapiro, L. (2019). Embodied cognition. Routledge.

Sibilio, M. (2020). L’interazione didattica. Brescia: Morcelliana.

Singer, J. A. (2004). Narrative identity and meaning making across the adult lifespan: an introduction. Journal of personality, 72(3).

Varela, F. J., Thompson, E., & Rosch, E. (1991). The embodied mind: Cognitive science and human experience. Cambridge, MA: MIT Press.




DOI: https://doi.org/10.32043/gsd.v9i1.1483

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 ITALIAN JOURNAL OF HEALTH EDUCATION, SPORT AND INCLUSIVE DIDACTICS

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Italian Journal of Health Education, Sports and Inclusive Didactics 
ISSN printed: 2532-3296