Abstrakt: | The book shows the presence and engagement of theatre art in everyday
social life. In order to display the constant presence of theatre
and theatrical activities in everyday perspective, it presents – broadly –
the constitution of theatre art, both in international space and in
Poland. The orientation towards a widespread presence and availability of
theatre in every historical period became the incentive towards presenting
its role in social practices in the context of social pedagogy. It is an
attempt to present the possibilities of employing art in the area of pedagogical
tasks.
Presenting the beginnings, the institutionalization and the development
of theatre in different geographical regions in a historical perspective
sought to illustrate the constant presence of theatrical activities in the
history of mankind.
Based on source materials, it was purposeful to show that this art
form developed from the specific needs of past generations as a form of
expression, manifesting feelings, a method of communication, and a form
of fulfilling the needs of recreation and leisure. With time, theatre fulfilled
increasingly larger social, educational, and emotional-aesthetic roles. While
performing those functions, it became an important instrument in social
practices: processes of education and upbringing of the younger generations,
shaping and experiencing reality, and finally – nurturing moral attitudes
and values.
It is worth remembering that from the very beginning, theatrical
authors and creators referenced everyday human existence in their texts,
utilizing both positive attitudes, experiences and situations, as well as negative,
problematic phenomena, which demonstrated frailties and flaws of
the human nature.
Modern dramatic arts substantiate that this topical inclination has not
drastically changed throughout the ages; only forms of presentation and
means of expression have altered. The work particularly spotlights social-theatrical activities at this time
of transformation, and most of all – a time of numerous social conflicts,
shortages, and existential and emotional problems. The specificity of theatre
– of theatre art – and its permanent curiosity of the surrounding
social reality caused the reciprocity (intermingling) of theatre and society
to become the norm. This in turn has and still does imply a range of tasks
and functions theatre can and admittedly does serve for the society and
within its boundaries.
This current of activities includes classical, alternative, and amateur
troupes, showing that theater (even in its classical form) does not lose its
ideas, formulas, and artistry, engaging itself in creating positive images, as
well as “correcting”/accentuating negative phenomena in everyday social
space through its works, subject matter, form, and presentation venues.
Thus, theatre art, as well as quasi-theatrical activities become a form of
prophylaxis and compensation, a basic task of social pedagogy.
In summary, the contents of this work indicates that through established,
basic artistic functions, but also social and educational ones, theatre
can and does become a partner for activities of social pedagogy. |