Abstract:

Using artistic devices allows Pedagogy to speak divergent languages. Resorting to multiple expressive modes provides new interpretative keys to a complex reality, which would end up being reduced to strict perspectives of meaning. The use of artistic devices, in contexts of formal and non-formal learning, allows the educator to guide the participants along a path of knowledge that takes the practice as a foundation for the construction of theories. This upside-down teaching «through exploration, analysis, recollection, intuition, imagination» (Strollo, 2019) seeks strategies to put into crisis the simplifications and reductions of pre-existing schemes of meaning. Starting from these premises, this paper wants to reflect on the use of theatrical dramatization that, from a pedagogical perspective, places the "body that thinks" at the core of the scenic action and, in a continuous reversal of roles, accentuates the maieutic value of the drama, providing spect-actors with tools for liberation and conscientization. The theatrical work favours the emergence of emotional dynamics and possible conflicts both internal and social, making them explicit through a thought by images and working on the body muscular masks. Eventually a person becomes more capable at re-elaborating one’s own perspectives of meaning and at increasing the ability to recognize, respect and translate into words the uninterrupted flow of one’s feelings. One increases the comprehension of reality and strengthens the motivations not only through rational reflection but also by losing oneself in one’s own body and emotions. A further examined device is the Sound Dramatization that matches narrative and musical experience to the theatrical one. Music allows the interweaving and emergence of the Musical-Sound Identities (ISO) of each of the participants as a preliminary stage to the dramatic representation, producing a cross-reference between verbal and non-verbal and feeding circular dynamics that constantly interconnect the digital domain of language with the analogical space of emotions. SD promotes the emergence of spontaneous memories and emotions to be shared in the co-construction of one's life stories and, using the different linguistic-musical reading plans, promotes a new awareness of one's malaise and the dynamics of private and social distress.

Keywords:

Artistic devices, dramatization, music, divergent languages.