Theater als Unterrichtsfach : didaktische Überlegungen und Konstituenten für ein Konzept für Theaterunterricht

If one starts from the assumption that theatre plays have an educational effect on people and are an essential component of cultural and aesthetic development of people, then from an educational policy point of view the question arises whether theatre plays should be an integral part of a state educational offer for all pupils.
From a didactic point of view, the question arises as to how this theatrical acting should be integrated and structured in the school context as a teaching subject.
The following key questions need to be answered:
- What should be the contents of making and playing theatre in class?
- How should theatre making and acting be taught?
- Which theoretical considerations precede a construct and a structuring of a subject theatre/performing arts?
- Which impulses and which material seem suitable to lead students into a theatre practice, which they learn to reflect competently in equal measure?
By answering these questions, the following study tries to close the gaps that appear in the analysis of the state of research and to stimulate and continue the discourse with my own conceptual design for theatre lessons. From a didactic point of view, the concept design offers theatrical learning for students, enabling them to perceive theatricality as a culture-forming element in art and everyday life more sensitively, to recognize its functional mechanisms and to try them out for themselves. By working in aesthetic processes, they should become more competent in watching and train their perception and learn to reflect on it in a qualified manner and to express themselves appropriately both orally and in writing. They can learn the theatrical processes in their symbolic quality, their performativity and sensual quality.
and to describe them.