La dramatización como estrategia para la mejora de la competencia comunicativauna investigación en educación secundaria desde técnicas de improvisación y clown

Abstract

ABSTRACT The study is divided in two parts, firstly it introduces the theoretical framework and secondly it gives a detailed account of the fieldwork carried out. In the theoretical framework, and after having outlined the current state of the matter, we devote a chapter to the appropriateness of developing communication skills in a comprehensive way which integrates both verbal language and non-verbal communication. In the following part we advocate for Education in an integral sense, Education which encompasses all types of intelligence of a person, whilst at the same time stressing the importance of creativity. Thus, in the following chapter we go on to justify the adequacy of dramatization in this regard. Finally we give concrete shape to the theoretical foundations of our proposal by describing theatre games based on clown work and improvisation, and we add the concept of clown teacher as well. Regarding the fieldwork we tried out a methodology based on clown and improvisation techniques with a sample group of forty students from fourth grade of Secondary Education. We followed a mixed methodology which combined the method of statistical analysis of hypothesis testing with the survey method. We describe, analyze and assess the results obtained via the three research tools we have used: checklist, survey and classroom diaries. Lastly we conclude that the clown methodology for improvisation improves the communication competences globally and more specifically it improves significantly certain skills of the students: their ability to communicate in front of an audience, their positive attitude before an audience, their ability to creatively improvise on stage and their ability to collaborate. Keywords: Drama, communicative competence, secondary education, clown, improvisation, comprehensive education, creativity, intuition.