Didactics in the Process of Developing Personal Methodologies for Teaching Playwriting
Introduction: This paper synthesizes the concept of didactic transposition proposed by mathematics’ pedagogue Yves Chevallard and applies it to the field of dramaturgy. Objective: The article aims to problematize traditional writing manuals as didactic tools that tend to reproduce models rather than...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Costa Rica |
| Institución: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Idioma: | español |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/55627 |
| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/escena/article/view/55627 |
| Access Level: | acceso abierto |
| Palabra clave: | creative writing pedagogy didactic transposition drama didactic tools escritura creativa pedagogía transposición didáctica herramientas didácticas |
| Sumario: | Introduction: This paper synthesizes the concept of didactic transposition proposed by mathematics’ pedagogue Yves Chevallard and applies it to the field of dramaturgy. Objective: The article aims to problematize traditional writing manuals as didactic tools that tend to reproduce models rather than encourage individualized writing. Methods: Based on a comparative analysis of some concepts related to dramatic writing shared by De la Parra, Sanchis Sinisterra, and Kartún, four conceptual axes are proposed for teaching dramatic writing. Three drama teachers, who are disciples of the three analyzed professors, were interviewed. Results: Various didactic strategies influenced by the proposed axes were identified. Conclusions: It is argued that there is a relationship between the creative process and the generation of didactic tools that constitutes an alternative methodology in teaching dramaturgy, capable of producing writing with a higher degree of singularity. |
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