El espacio seguro como factor fundamental para que se origine el juego : Análisis del curso “Actuación 4” dictado por Alfonso Santistevan
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2023-09-01
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Pontificia Universidad Católica del Perú
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La presente investigación posee como finalidad analizar de qué manera la construcción de
un espacio seguro dentro del aula, originó el juego entre actrices y actores en formación en
el curso “Actuación 4” dictado por Alfonso Santistevan en la Especialidad de Teatro de la
Facultad de Artes Escénicas de la PUCP. Para realizar dicho análisis, primero se analizará el
término “espacio seguro” y se identificaran los factores que lo constituyen, a partir de autores
como Flensner, K. K., Von der Lippe, M y Hunter, M. Luego, se analizará el juego desde el
sentido más amplio del término hasta reducirlo al juego dentro de la formación actoral, los
autores base serán Huizinga, J, Caillois, R y Gaulier, P. Después de ello, se describirá el
proceso de formación del curso en cuestión y se identificarán los factores que construyeron
el espacio seguro dentro de este, para, finalmente, establecer la relación entre el juego y el
espacio seguro en él. Para sustentar aquella relación se realizó una encuesta, sobre el tema, a
los estudiantes de la asignatura. En base a lo expuesto, se identificó que, el curso era un
espacio que cuidaba la salud mental y física de los actores en formación, aquello partía desde
la relación docente-estudiantes y estudiantes-estudiantes. Gracias a ello, estos lograron
sentirse seguros y en confianza con ellos mismos y con la totalidad de integrantes del salón.
Por lo tanto, no tenían miedo a equivocarse o a ser juzgados. Lo cual, potenció que cada
estudiante se sienta libre se asumir riegos y exponer sus emociones a través de explorar su
posición más vulnerable y honesta: el jugar como un niño.
The present research aims to analyze how the construction of a safe space within the classroom originated the game between actresses and actors in training in the course "Acting 4" dictated by Alfonso Santistevan in the Theater Specialty of the Faculty of Performing Arts of the PUCP. To carry out this analysis, first the term "safe space" will be analyzed and the factors that constitute it will be identified, based on authors such as Flensner, KK, Von der Lippe, M and Hunter, M. Then, the game will be analyzed from the broader sense of the term to reduce it to the game within the acting training, the base authors will be Huizinga, J, Caillois, R and Gaulier, P. After that, the training process of the course in question will be described and the factors will be identified who built the safe space within it, to finally establish the relationship between the game and the safe space in it. To support that relationship, a survey was conducted on the subject with the students of the subject. Based on the above, it was identified that the course was a space that cared for the mental and physical health of the actors in training, that part from the teacher-student and student-student relationship. Thanks to this, they managed to feel safe and confident with themselves and with all the members of the room. Therefore, they were not afraid of being wrong or of being judged. Which, empowered each student to feel free, take risks and expose their emotions through exploring their most vulnerable and honest position: playing like a child.
The present research aims to analyze how the construction of a safe space within the classroom originated the game between actresses and actors in training in the course "Acting 4" dictated by Alfonso Santistevan in the Theater Specialty of the Faculty of Performing Arts of the PUCP. To carry out this analysis, first the term "safe space" will be analyzed and the factors that constitute it will be identified, based on authors such as Flensner, KK, Von der Lippe, M and Hunter, M. Then, the game will be analyzed from the broader sense of the term to reduce it to the game within the acting training, the base authors will be Huizinga, J, Caillois, R and Gaulier, P. After that, the training process of the course in question will be described and the factors will be identified who built the safe space within it, to finally establish the relationship between the game and the safe space in it. To support that relationship, a survey was conducted on the subject with the students of the subject. Based on the above, it was identified that the course was a space that cared for the mental and physical health of the actors in training, that part from the teacher-student and student-student relationship. Thanks to this, they managed to feel safe and confident with themselves and with all the members of the room. Therefore, they were not afraid of being wrong or of being judged. Which, empowered each student to feel free, take risks and expose their emotions through exploring their most vulnerable and honest position: playing like a child.
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Santistevan, Alfonso--Crítica e interpretación, Actuación teatral--Estudio y enseñanza, Juegos educativos
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