Shadow Theatre: an artistic experience in music education

Enfoque

It could be said that theater is an excellent performing art by uniting the expressive possibilities of different languages at the same time. This is because it combines text, movement, body expression and music. This perfect union of elements allows subjects to transmit diverse feelings, emotions and ideas through the world of senses and emotions to viewers.

In the classroom of musical education, in the primary stage, the theater can be used as a didactic resource to promote the corporal expression of the students. For this, especially the so-called shadow theatre, is based on the use of silhouettes or the use of the body itself as the only means of communication. This type of theater, divests itself of the spoken word but not of the music and allows the students to investigate and discover the possibilities of body movement. In addition, it encourages collaborative work by creating groups that interact to offer different theatrical performances.

In this regard, this work begins with a review of the status of the previous issue that serves as a beginning and impetus to this project. A collection of theoretical and scientific contributions from leading authors and various more recent research is offered.

This process of research-action defines a learning situation, in the new normative framework of the LOMLOE, offering shadow theatre, within the scope of music education, as a motivating axis for the development and acquisition of the corresponding competences in this student body. In this sense, the new vision promotes the integration of curricular elements of the different areas resulting in meaningful and comprehensive learning.

The aforementioned learning situation is carried out in two different public educational centres in the autonomous community of Andalusia, specifically in the province of Granada. In total, a total of four groups from the third level of primary education participate with a total of 102 students.

In this work of qualitative paradigm, the group interview is used, as well as the collection of data in field diary. Following the analysis of the collected data, they are synthesized and clarified and tangible evaluation results are provided.

Finally, a series of future lines of research related to the aforementioned subject are offered, including the possibility of inclusion in other educational levels.