NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1146076
Record Type: Journal
Publication Date: 2017
Pages: 7
Abstractor: As Provided
ISSN: ISSN-1356-9783
Theatre and Dance with Deaf Students: Researching Performance Practices in a Brazilian School Context
Berselli, Marcia; Lulkin, Sergio A.
Research in Drama Education, v22 n3 p413-419 2017
The article presents performance practices created with deaf students in the project "Theater and dance with deaf students," an outreach activity of the Federal University of Rio Grande do Sul (UFRGS). The project took place in the Bilingual Deaf Municipal Elementary School Salomão Watnick in Porto Alegre, Brazil from 2013 to 2015. The activities developed in the workshops are based on Contact Improvisation (Paxton, Steve. 1997. "A Definition. Contact Improvisation Source Book: Collected Writings and Graphics from Contact Quarterly Dance Journal" 1975-1992, 37-38. MA: Contact Editions) and theatre games (Boal, Augusto. 2012. "Jogos para atores e não atores." Rio de Janeiro: Civilização Brasileira; Ryngaert, Jean-Pierre. 2009. "Jogar, representar: práticas dramáticas e formação." Translated by Cássia Raquel da Silveira. São Paulo: Cosac Naify). Our work over three years recognised that a more flexible approach to performance practices was needed, in relation to existing Brazilian pedagogy. This article considers the structure of workshops surrounding the project, the practical activities performed with students, and the techniques developed to enable participants to create their own activities according to their individual skills and interests.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Brazil
Grant or Contract Numbers: N/A