Overall objectives:

1 - Analyse, research and reflect upon theoretical concepts related to drama / theatre;
2 - Create, lead and coordinate exercises / dramatic games as a means of facilitating childrens communication and expressiveness, using material and cultural resources within their reach;
3 - Evaluate and plan, with creativity and imagination, the educational/pedagogical project work as a collective and cultural dimension;
4 - Experiment, explore and express emotions, feelings, experiences and ideas through verbal and non-verbal languages, in a context of dramatic expression;
5 - Develop and exploit all their potential of gestural, bodily, vocal, creative and spontaneous actions;
6 - Master, skilfully, the manipulation of objects in different modes of representation.

Syllabus:

1 - Body Expression
1.1 - Movement in terms of time and space
1.2 - Awareness of one?s body and the others
1.3 - Forms of body expression in imaginary situations
1.4 - Dance as a form of communication
2 - Vocal Expression:
2.1 - Words, sounds and singing
2.2 - Breathing, articulation and intonation;
3 - Control of space and time
3.1 - Different contexts of everyday life;
3.2 - Notion of time and space and time management;
3.3 - The creation of learning environments
4 - The process of the dramatic game in the development of learning
4.1 - Senses/movement games
4.2 - Rules of play
4.3 - Drama games
4.4 - Creativity, imagination and improvisation
4.5 - Leisure activities
4.6 - Popular Culture
5 - From expressive games to dramatic performance
5.1 - Approaches to the different modes of representation
5.1.1 - Puppet theatre
5.1.2 - Theatre of Shadows
5.1.3 - Childrens Theatre;
5.1.4 - Pantomime
5.2 - Creation or adaptation of stories
5.2.1 - Creation of stage-design
5.2.2 - The telling and retelling of stories
6 - The role of the Educator / Teacher
6.1 - Curriculum guidelines in the field of drama
6.2 - Learning Goals of drama / theatre
6.3 - The articulation of the curriculum
6.4 - Approaches to teaching and organisational aspects
6.5 - The educational value of dramatic expression;

Literature/Sources:

M. Lopes , 2011 , O saber dramático: a construção e a reflexão , Fundação Calouste Gulbenkian e FCT
L. F. Aguilar , 2001 , Expressão e Educação Dramática - guia pedagógico para o 1º ciclo do Ensino Básico , Instituto de Inovação Educacional
Y. Abdelkader, P. Lartigau , 2012 , Théâtre et éducation - partage, enjeux, avenirs , Presses universitaires de Boudeaux
F. Beja, ,J.Tropa , C. Madureira , 2010 , Jogos e projectos de expressão dramática , Porto Editora
J. Godinho, M. Brito , 2010 , As Artes no Jardim de Infância: textos de apoio para educadores de infância , Ministério da Educação - Direção Geral de Inovação e de Desenvolvimento Curricular
A. F. Kot-Kotecki , 2014 , Modelos curriculares na educação de infância: o enfoque na expressão dramática: da teoria às práticas ,
I. D. Koudela , 2002 , Jogos Teatrais , Ed. Perspetiva S.A
D. Lambert , 2010 , Le théâtre un jeu d' enfant? Une approche corporelle du théâtre à l' école , Lansman Editeur
M. Melo , 2005 , A expressão dramática: à procura de percursos , Livros Horizonte
M. Bordeaux, F. Deschamps , 2013 , Éducation artistique, l' éternel retour? , Éditions de l' attribut
A. Caldas, E. Vasques , 2014 , Educação artística para um currículo de excelência , Fundação Calouste Gulbenkian
J. Moyles, et al. , 2007 , A excelência do brincar , Artmed
I. Silva (coord), L. Marques, L. Mata, M. Rosa , 2016 , Orientações Curriculares para a Educação Pré-Escolar , Ministério da Educação/DGE
P. Rooyackers , 2003 , 101 jogos dramáticos , Edições ASA

Assesssment methods and criteria:

Classification Type: Quantitativa (0-20)

Evaluation Methodology:
Reflective practice on the role of drama / theater in the basic education. Chance to try and create exercises Drama / Theater, using materials and methodological suggestions discussed in class, to allow reflection of the concepts in the field of drama / theater. Students participate in all activities unrolled in theoretical and practical classes. The weights of the components of the evaluation is as follows: - Activities carried out during class time - 25%; -Working Group: conceção and presentation of an educational intervention project in the area of Drama. (40%); - Work in pairs: planning and intervention, "before, during and after the action," a drama activity. (35%). The weighting of evaluation components and structure of work will be agreed with the students.