Imagination and Its Aesthetic and Pedagogical Dimensions in Educational Theatre Performances
DOI:
https://doi.org/10.52188/jendelaaswaja.v6i4.1560Keywords:
Imagination, Aesthetic Dimensions, Educational TheatreAbstract
Considering the continuous development of teaching methods, it has become necessary to search for innovative means that combine the pedagogical and aesthetic aspects in order to create a stimulating and influential educational environment. Educational theatre is considered one of the effective tools that combine art and education. The current research (The Role of Imagination in Enhancing the Aesthetic and Pedagogical Dimensions in Educational Theatre) included in the first chapter the research problem, which the researcher inquired about in the question: What is the role of imagination in enhancing the aesthetic and pedagogical dimensions in educational theatre?
The importance of the research and the need for it lie in providing a practical vision for directors and those interested in theatre on how to employ imagination, and it contributes to enriching artistic and pedagogical literature with analytical and correlative material between imagination, education, and aesthetics.
The boundaries of the research were represented by Spatial boundary: Performances presented in the School Activity Hall in Wasit Governorate. Temporal boundary: 2017–2018. Subject boundary: Knowing the role of imagination in enhancing the aesthetic and pedagogical dimensions in educational theatre.
The chapter concluded with the definition of terms and the operational definition. The second chapter included three sections: the first entitled Imagination, the second Aesthetics and Aesthetic Dimensions, and the third Education and Pedagogical Dimensions. The chapter concluded with what the theoretical framework revealed.
The third chapter included the research community and its purposively selected sample, which consisted of one performance (When the Blood Spoke, 2017). The researcher adopted the indicators of the theoretical framework as a tool for his research and adopted the descriptive method because it is close to the research mechanism.
The research concluded with results, the most important of which is that imagination contributes to forming a theatrical vision that stimulates learning. The study showed that integrating imagination into educational theatre creates an open educational space that helps in understanding concepts in a non-traditional way, based on intellectual stimulation and emotional immersion.
References
Akdeniz, C. (2024). Effects of Cognitive Stimulation, Physical Arrangement of The Learning Environment, and Instructional Tendency on Student Engagement.
Bermúdez, V., Gambino, R., García-Valero, B., & Pulvirenti, G. (2024). Editorial: Imagination, cognition, and the arts. Frontiers in Human Neuroscience, 18, 1523760. https://doi.org/10.3389/fnhum.2024.1523760
Burns, H. (2024). Imagining imagination: Towards cognitive and metacognitive models. Pedagogy, Culture & Society, 32(2), 515–534. https://doi.org/10.1080/14681366.2022.2059547
Dima, A., Kaiafa, E., & Tsiaras, A. (2020). Evaluation of the Educational Drama as an Innovative Method to be Adopted by Teachers in Order to Enhance Critical Thinking Skills of Students in Primary School. Open Journal for Educational Research, 4(2), 103–116. https://doi.org/10.32591/coas.ojer.0402.03103d
Dralo, A. (2012). Creative Stimulating Environment for Studying and Development. International Journal of Linguistics, 4(1), pp.307-313. https://doi.org/10.5296/ijl.v4i1.1173
Gelmi, A. (2024). On the nature, uses and functions of imagination in education: A multidisciplinary approach. Educational Philosophy and Theory, 56(12), 1210–1228. https://doi.org/10.1080/00131857.2024.2376635
Grabinger, R. S., & Dunlap, J. C. (2011). Rich environments for active learning: A definition. Research in Learning Technology, 3(2). https://doi.org/10.3402/rlt.v3i2.9606
Hetland, L., & Winner, E. (2001). The Arts and Academic Achievement: What the Evidence Shows. Arts Education Policy Review, 102(5), 3–6. https://doi.org/10.1080/10632910109600008
Khan, I. (2016). Ethical Considerations in an Educational Research: A Critical Analysis. British Journal of Education, Society & Behavioural Science, 13(2), 1–8. https://doi.org/10.9734/BJESBS/2016/21821
Mages, W. K. (2018). Does theatre-in-education promote early childhood development? Early Childhood Research Quarterly, 45, 224–237. https://doi.org/10.1016/j.ecresq.2017.12.006
Mark Reybrouck. (2022). From Sound to Image and Back. Audiovisual Aesthetics between Sensory Processing and Multisensory Design. estetica. studi e ricerche, 2, 267–290. https://doi.org/10.14648/105530
Rashid, S. A., Karobari, M. I., & Rahman, S. Z. (2024). “Examining the Incorporation of Islamic Values in Concept Mapping and Curriculum Design for Medical Education: A Holistic Perspective.” Bangladesh Journal of Medical Science, 23(4), 984–992. https://doi.org/10.3329/bjms.v23i4.76507
Shields, A. (2024). Stanislavsky and Pedagogy: Edited by Stefan Aquilina, London and New York, Routledge, 2024, 159 pp., £35.99 (Paperback), ISBN: 978-1-03-236752-1. Stanislavski Studies, 12(1), 109–112. https://doi.org/10.1080/20567790.2024.2330218
