SOCIAL- EMOTIONAL LEARNING IN THEATER ART CLASSES IN SCHOOL EDUCATION

Laura  Sunaksle; Linda  Pavitola

doi:10.17770/eid2024.1.7940

Authors

Laura Sunaksle Riga Technical University Liepaja Academy (LV)
Linda Pavitola Riga Technical University Liepaja Academy (LV)

DOI:

https://doi.org/10.17770/eid2024.1.7940

Keywords:

drama methods, creative drama, project “Skola 2030”, social-emotional learning, theater art

Abstract

This article is a theoretical study that explores the concept of social-emotional learning in the context of Theatre Arts lessons in Latvian school education. In the last decades, the belief that it is not enough for the student to acquire factual knowledge only has been strengthened. The concept of social-emotional learning was created 20 years ago and has only now been introduced into Latvian educational guidelines. The study aims to establish a theoretical basis for the possibility of implementing effective social-emotional learning in Theatre Art lessons by developing social-emotional skills in students such as self-regulation, independent thinking, cooperation, and social awareness. The results certify that social-emotional learning fits organically into Theatre Arts and teachers’ awareness of teaching social-emotional skills is of great importance in this process.

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