Δυνατότητες εκπαίδευσης μέσα από μη αφηγηματικές μορφές τέχνης

Abstract

This paper is based on an inquiry carried out among a small group of children between the ages of 10 and 12 years in the framework of an art-workshop, aiming to show that it is beneficial to have a systematic approach to unconventional artworks, as this may cultivate childrens’ emotional intelligence and philosophical thinking. The groupattended two theatrical performances of the same subject, but of quite different directorial approaches: the first had a narrative character following the basic principles of the dramatic model, while the second one belonged to the postdramatic paradigm. Respectively, children were able to comparatively study representational and conceptual artworks. Although postmodern art tends to subvert traditional concepts about structure and content, it can be used as an efficient educational tool provided that there is proper cognitive guidance. Thus, while the method and the results of the inquiry are presented, emphasis is also given to the theoretical framework of postmodern art, which is considered necessary for the substantial understanding of contemporary works.