The School Theatre as a Place of Cultural Learning: The Case of Soviet Latvia (1960s-1980s)

Autor/in	Kestere, Iveta
Titel	The School Theatre as a Place of Cultural Learning: The Case of Soviet Latvia (1960s-1980s)
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 53 (2017) 3, S.318-341 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2017.1307857
Schlagwörter	Theater Arts; Social Systems; Foreign Countries; Authoritarianism; Case Studies; Educational History; Interviews; Photography; Cultural Awareness; Teaching Methods; Aesthetics; Transfer of Training; Creativity; Educational Environment; Student Attitudes; Secondary School Students; Latvia + Suchen Sie Ihr Suchwort? Theaterwissenschaft; Social system; Soziales System; Ausland; Autoritarismus; Case study; Fallstudie; Case Study; History of education; Bildungsgeschichte; Interviewing; Interviewtechnik; Fotografie; Cultural identity; Kulturelle Identität; Teaching method; Lehrmethode; Unterrichtsmethode; Ästhetik; Training; Transfer; Ausbildung; Kreativität; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülerverhalten; Sekundarschüler; Lettland
Abstract	The goal of this article is to reveal how through school theatre activities under authoritarian rule, changes took place in pupil knowledge, skills, attitudes, and behaviour regarding culture, namely, how the process of cultural learning occurs. I use a historical case study, specifically the case of the Valmiera School Theatre, which was the leading theatre group, not only in Soviet Latvia, but also in the entire Soviet Union. My primary sources are eight unstructured interviews, 20 published memoirs, articles in the press, theatre programmes, and photographs. One part of Soviet pedagogy was aesthetic upbringing, which was implemented through state-funded collectives, including school theatre groups. By participating in theatre activities, students gained knowledge of cultural heritage (literature, theatre, art, etc.), the ability to perform and acquire skills in other practical fields, and developed an appreciation of culture as a value. I argue that cultural learning through theatre was demonstrated by the fact that the students transferred their knowledge, skills, and attitudes to a new context, namely, their places of work and public cultural activities (e.g. amateur theatres). This case study also reveals the specific role of school theatre in the process of cultural learning, as well as some sensitive issues in the relationship between knowledge-orientated or formal educational environments, and the informal creativity of school theatre. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01