Establishing objectives

To develop students’ general theatre knowledge and skills which stem from a study of theatre history, dramatic literature, and production practice, including acting, design and craft.

To enhance students’ critical thinking skills within an active learning environment.

To provide direction in the development of related professional skills.

To provide a cultural resource in theatres around Greece and abroad.

To develop students’ basic speech competencies which stem from an understanding of fundamental performance and communication theories united with the development of basic performance and communication skills.

Designing a meaningful Place-Based Learning activity

1.     Deciding on a setting

Our activity, “Theatre, Culture and Art” aims to link young people with general theatre knowledge and skills which stem from a study of theatre history, dramatic literature, critical theory, and production practice, including acting, directing, management, design and craft.

The activity should take place in a theatre and the participants should be committed to it in order for the activity to be smoothly completed.

2.     Choosing a trainer

The trainers should be people who work with young people and should demonstrate knowledge of and an ability to teach literature of diverse voices, cultures, and historical periods as well as act, design, stage manage a theatrical production(s), significant artistic project, or write a substantial plot/dialogues.

3.     Description of the activity

Participants in this activity will be invited to form a group, select a theme of common interest that is also relevant to their living environment, prepare a short story that could been potentially presented as a theatrical performance and design a scene that matches people’s life and could be transferred to theatre.

Day 1: introduction of the theatre purpose from the trainers and provide of concrete examples

• What is a theatre, what is its origins in the Greek culture? Are there any similarities with other cultures?
• What types exist and why it is considered as art or culture
• Examples of theatrical performances from the past to now

Day 2: understanding the meaning of the plot

• How is it constructed? Are there any meanings?
• Present a theatrical performance and identify the meaning. Identify interesting words, phrases, notions.
• Identify thematics that are of your interest
• Workshop 1: Build teams of 3-4 people. Select a subject and write a potential plot. It doesn’t have to be more than a paragraph, but it shall be connected to the cultural background of the performers and have a lesson learned.

Day 3: Workshop 2

• Build teams of 3-4 people. Design a map of Greece and identify the most important theatres. Design in a paper how you perceive the theater in the everyday life of the population.

4.     Evaluation

The evaluation phase goals to measure the existing knowledge of the participants, and the knowledge they will have acquired after the completion of the activity.

Prior the participation to the activity:

The trainers will ask the participants if they have any existing knowledge regarding the topic. Then, the trainers should take note of the answers given by the participants in order to compare them with those they will receive after the completion of the activity.

After the participation to the activity:

Participants will be asked to provide their feedback. Specifically, participants will be asked to write a small paragraph about: whether or not they liked the activity; whether they find it useful; whether they consider that they have learned enough about the topic; whether they were inspired to learn more about the topic and finally, any other thoughts or feelings they may have that they would like to share.

5.     Follow up

After the completion of the proposed activity and with the guidance and support of ITML, the trainers who will have facilitated the first activity, will be encouraged to develop their own PBL activity. The trainers will have the opportunity either individually or in groups to select a theme of common interest and with help of ITML to initiate the development of their own PBL Activity. Finally and after the development of each PBL activity, trainers and participants who are willing to get involved in it should be found.