Theatre in Education (TIE) is a process in which it includes all the interactive theatre/drama practices that help aid the educational process. As TIE is used, new strategies and objectives for using theatre as an educational tool emerge. It includes the interactive theatre practices that helps student in their educational process (learning).
People were becoming aware that theatre techniques might be useful as a way of fostering effective learning in schools after the end of Second World War. This was called as Theatre in Education or ‘TIE’ for short. Brian Way, who founded the Theatre Centre in 1953, was an early practitioner and influenced the team, including Gordon Vallins, and established TIE as the Belgrade Theatre, Coventry in 1965. This influenced those nationwide.
Theatre in education (TIE) originated in Britain in 1965. Monica Prendergast and Juliana Saxton cited TIE as "one of the two historic roots of applied theatre practice". TIE typically includes a theatre company performing in an educational setting (i.e. a school) for youth, including interactive and performative moments.
The idea of a high impact child-centred performance for a specifically targeted school audience became hugely popular. Due to the small audiences strength students can be encouraged to participate through work in role and through debate. Students experiment can be supported with resource materials and training or support for the students by teachers.
Need
From past years the education is becoming rote learning. The educations the students are getting are not being applied creatively in any area. Contrary to this 'rote' education, TIE presents a different approach for discussions, contributions, creativity, through performance. It fulfils all types of learning and enhances the development process.
Difference between Drama in Education and Theatre in Education
In the last twenty years many titles have appeared describing drama and theatre activities with children. These various labels are indicative of the multiplicity of the work and of the possible confusions that can arise. Some of the main areas of work are:
Drama in Education In the school curriculum, this is both a method and a subject. As a curriculum subject it uses various dramatic elements such as movement, voice, concentration, improvisation and role play to aid the personal development of the student. As a method it utilizes role play and acting out to teach the student through experience, for example, to learn the facts of an historical event by acting it out. In many Secondary schools drama is now a separate department. In some Primary schools it is used as a method to teach a number of subjects.
Theatre in Education A professional team of trained and experienced actor/teachers, who prepare relevant material/project/experiment to be presented in schools often involving more than one visit. These programmes are usually devised and researched by the team/teachers and are for small groups of one or two classes of a specific age. The aim of the programmes is essentially educational, and uses theatre, drama in education and teaching techniques to gain these ends. This work provides an educational aid, resource and stimulus for both teaches and pupils, but to do so it may vary from place to place, total participation sessions to performance and discussion. Theatre in Education can be considered as a method of work used by some companies all the time, and by others only occasionally. Many companies who use this method of work have, as their starting point, a strong left-wing approach to their subject matter, and they cannot be considered as mere tools of the education system. Rather, they act as outside questioners, looking at ideas and values in society.
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