Brindusa Belciug
A non formal method • Among the learning objectives of this method are the
stimulation of young people's creativity to develop an original script to present the facets of the current school, to develop team spirit and collaboration for effective role distribution, to develop the skills to correctly interpret roles in the play. The method has a direct impact on the participants as a result of responsible and active involvement in the scenario, increased motivation and willingness to work in a team, and an indirect, observable impact through the determined community-level effects by stimulating friends to participate in non-formal activities, by supporting colleagues, by discussing the theme played in the play, by assessing the script and how to interpret the roles.
Example of a role ď‚— There is still the game of the lady and the boy. In a
restaurant, a lady who finishes eating her lunch wants to order a glass of orange juice. The students are very excited to play these roles.
-Garçon ! -Oui, Madame. Vous désirez..... ? -Après avoir fini mon déjeuner, je voudrais boire un jus....un verre de jus d’oranges. -Très bien, Madame. .................................. -Excusez-moi, Madame, mais il n’y a plus de jus d’oranges. -Alors, apportez-moi un verre de jus de pêches.
ď‚— The instruction consists in the interpretation of the dialogue
on three different tones: first, a neutral tone, then, a busy tone and at the end, a nervous tone, irritated. This activity includes all language activities, with emphasis on the theatrical side. I always had the pleasure of finding new interpretations from my students and I was very impressed by the originality, creativity and ability to improvise. I want to emphasize the fact that my students were very happy to discover their artistic side.
ď‚— Even the less talented students in French surprised me
with their enthusiasm. In addition, I noticed that, thanks to this type of activity, my students are more motivated and interested in the study of the French language.
ď‚— The course of theatrical practice in French-foreign
language –which I propose for classes of upper secondary education, the theoretical line proposes first of all the application of simulative-play methods that favor the acquisition of French language without systematized interferences of the subject French language studied according to the curriculum provisions. This is the result of the development of new trends in the teaching of teaching French.
Beyond the development of expressive and communicative skills, the course offers the opportunity for students to translate into communication situations in a foreign language. Also, the course looks at recognizing and using different types of intonations according to the given communicative situation. ď‚— Students can discover elements of theater theory from the role of gesture and mimics, from discursive forms and rules within the monologue and dialogue to the structure of anecdote, sketch, comedy, tragedy and drama. ď‚—
From an interdisciplinary point of view, the pupil will come into contact in a form other than the canonical school, with works from various literature Romanian and foreign - trained in French. ď‚— As a form of organization, the course will focus on group work activities to develop this ability and to develop students' ability to work together, not individually. ď‚—
ď‚— Last but not least, this optional course proposes
students working in a relaxed atmosphere, simulating the game, relaxing students and making them more receptive to the development of language skills and automatisms, expressive abilities. All this will favor not only the expressive skills but also the positive attitudes regarding the theatrical practice, the expressiveness of the French language, the literary creations which lend themselves to this interpretative practice from both Romanian and French literature.
Photos of my students acting
On the stage
Cyrano de Bergerac
Theatre Festivals
Conclusion ď‚— To conclude, the theatre is a very efficient non formal
method to teach French language and the students are very relaxed, more attracted and more motivated in studying a foreign language. I recommend this method with responsibility and pleasure of teaching.