🔵 🔴 🟡 Course description

The purpose of the course is for students to be introduced to applied theatre / performance and then to get to know and understand basic parameters of the existence and operation of a series of applications encountered in different educational, social and therapeutic contexts. This knowledge is used to achieve a variety of individual or social goals such as, for example, educating students or empowering people facing challenges (transitions, bullying, exclusion, etc.). Central importance is considered to be the intention to achieve change on a personal or collective level. It includes the study, analysis and practical application of methods and techniques used in environments of educational, social and therapeutic applications, with the aim of developing similar competencies and performance skills by students.

Upon completion of the course, students will be able to:

• Know the basic types and functions of applied theatre
• Understand its educational, social and psychological dimensions
• Use applied theatre techniques for performative actions in each of the themes under consideration
• Engage in further, original performative activities by applying its principles.

🔵 🔴 🟡 Theory (3 hours)

1. Introduction and brief presentation of the thematic units of the course
2. Applied Theatre and Performance: Historical Review and Evolution
3. Augusto Boal, Theater of the Oppressed and Forum Theater
4. Workshop: Dealing with bullying
5. Applications in education: about diversity
6. Developing Individual Competences: Youth Theatre, Transitions and Resilience
7. Art Therapies and Dramatherapy
8. Laboratory
9. Guest speaker: Theatre in the community and participation:
10. Social justice and theatre for change
11. Theatre for development
12. Practical – experiential exercise
13. Team presentations and feedback

Review language: Greek

🔵 🔴 🟡 Evaluation method:

• Laboratory Work: 30%
• Artistic performance: 30%
• Public Presentation: 30%
• Participation in the course: 10%

• Face-to-face
• Use of ICT in teaching
• Use of ICT when communicating with students.
• Learning process through an electronic platform.
• Communication with students via email and through an electronic chat space in the e-class

https://eclass.uop.gr/courses/PDA127/

🔵 🔴 🟡 Course Textbooks [Eudoxus]

• Fanouraki K., Pefanis G. (Eds.) (2021) Applied Theatre. Papazisis Publications

Extra Bibliography

• Balme, Christopher (2010). Introduction to Theatre Studies. Plethron.
• Boal, Augusto (1995). The Rainbow of Desire: The Boalian Method of Theatre and Therapy. Routledge.
• Boal, Augusto (2005). Games for Actors and Non-Actors. Routledge.
• Carlson, Marvin (2014). Performance. Papazisis Publications.
• Dalley, T. etal. (1995). Therapy through Art: The Visual Approach. Greek Letters.
• Gooch, Steve (1984). All Together now. An Alternative view of Theatre and the Community. Methuen.

• Jones, Phil (2003). Dramatherapy. Theater as a way of life and therapy. Greek Letters.

• Nicholson, Helen (2005). Applied Drama. Palgrave Macmillan.
• Pammenter, David and Prentki, Tim (2014). "Life beyond our material means - Meaning beyond our lives. Theatre as Education for Change". Education and Theatre, 15, 26-34.
• Prendergast, M and Saxton, J. (2013). Applied Drama: A Facilitator’s Handbook for Working in Community.  Intellect.
• Prentki, Tim. and  Preston, S. (2013). The Applied Theatre Reader. Routledge.
• Govas, Nikos (ed.) (2001). Theatre in education: art form and learning tool Metaichmio.
• Education and Theater (2015). Theater of the Oppressed. (Tribute), 16.
• Association of Dramatherapists and Playtherapists of Greece (2016) Dramatherapy. Available at: http://www.edpe.gr/dramatotherapeia/
• Evdokimou - Papageorgiou, Rania 1999). Dramatherapy - Music Therapy. The intervention of Art in Psychotherapy. Greek Letters.
• Boal, Augusto (1981). The Theater of the Oppressed. Theory.
• Boal, Augusto (2008). "Culture and Education". Education and Theater, 9: 10-13.
• MacDonald, S. & Rachel, D. (2000). "Augusto Boal's Forum Theater for Teachers". In N. Govas & F. Kaklamani (eds.), Seeking the place of theatre in secondary education (pp. 150-156). D.D.E. of Eastern Attica.
• Mavrocordatos, A. (2006). "Freedom to change". Education and Theater, 6: 54-60.
• Waller, D. (2001). Group Interreactive Art Therapy. Its usefulness in education and healing. US Press.
• Platskou, Stella, Paschalidou, Aikaterini & Stavropoulou Eleni (2015). "Reacting to Violence: An Experiential Educational Drama Workshop to Address Moral Harassment and Workplace Psychological Bullying in Education". In the Proceedings of the 1st Panhellenic/Regional Conference "Crete – Chania 2015: Experiences, Perspectives, Perspectives for Lifelong Learning – Adult Education – Community Empowerment & Teacher Training. Adult Education and Culture in the Community, 17. Available on the website http://cretaadulteduc.gr/blog/?p=946
• Platskou, Stella and Bataki, Irene (2018). "Harnessing Art Therapy in Education. Approaches to Art Therapy and Dance Therapy". In the Proceedings of the 2nd Panhellenic Conference of the P.D.E. of Crete "Education and Culture: Relations and Prospects", vol. B, 156-164. Available at:
• Santos, M. (2015). "A path that is formed as we walk it. Theater of the Oppressed – Historical Retrospective". Education and Theatre, 16: 30-39
• Fanouraki, Clio & Pefanis Giorgos (eds.) (2021). Applied Theater. Quality methods of research and learning through Performing Arts. Papazisis Publications.
• Filippakis, Manolis (n.d.) Social Theatre. Theoretical approaches and a practical guide for animators. White Hot Air Balloon