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Theatre pedagogy
Theatre pedagogy ((ドイツ語:Theaterpädagogik)) is an independent discipline combining both theatre and pedagogy. As a field that arose during the 20th century, theatre pedagogy has developed separately from drama education, the distinction being that the drama teacher typically teaches method, theory and/or practice of performance alone, while theatre pedagogy integrates both art and education to develop language and strengthen social awareness. Theatre pedagogy is rooted in drama and stagecraft, yet works to educate people outside the realm of theatre itself.
==History==
As a movement, theatre pedagogy has many founders. In Germany, where it is widely recognized and practiced, Hans-Wolfgang Nickel is cited as a pioneer in theatre pedagogy with the founding of the Berlin Stage Teachers in 1959. Nickel later became a professor of theatre games and educational activities at the Berlin School of Education in 1974.
Another well known German theatre pedagogue is Hans Martin Ritter who, starting in 1973, ran a series of tests using Bertholt Brecht's model of learning through play. Ritter's aim was to develop an interdisciplinary project method for the school using theater as a form of teaching and learning. These tests led Ritter to co-found a nationwide pilot program in merging the fields of theatre and education.
Perhaps theatre pedagogy's most internationally known theorist and practitioner is Brazilian director/facilitator Augusto Boal, who created Theatre of the Oppressed, now practiced by millions of people in more than 70 nations.
抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』
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