Atelierele de joc dramatic şi exerciţiile de scriere reflexivă, ca modalităţi de exprimare a experienţei trăite şi de dezvoltare a personalităţii morale a elevilor
The Workshops of Role Play and Reflexive Writing as Means of Rendering Lived Experience and of Developping the Students Moral Personality

Summary/Abstract: Considering the new approach of moral education and development of students explored by Nancy Bouchard in “L’éducation morale à l’école. Une approche par le jeu dramatique et l’écriture“, we believe we should welcome the manners suggested for the development of the students’ moral personality through activities combined with drama workshops and reflexive writing exercises. By using such simple methods as drama or the written text, we provide students with the opportunity to express their life experience in a narrative manner and increase their chances to assert their own moral perspective, to determine their personal authority over the experiences of their own life and to develop morally. Drama activities must focus on specific moral matters, and make reference to intra and inter personal moral conflicts that would make children face a difficult choice, tackling the question: - What would be the best thing to do under the circumstances? Consequently, drama exercises must be accompanied by verbal reflexive activities and reflexive writing activities put down in the student’s personal diary, the teacher gives constant personalized feedback to. We approach the pedagogic application examples and suggestions of these activities explored by Bouchard during an academic year, in four stages: 1. student’s diary writing activity; 2. drama initiation activity; 3. drama workshops, accompanied by the writing of subsequent impressions and lessons derived from such experience in the student’s diary, the teacher gives constant personalized feedback to; 4. activity of completing the student’s diary and of achieving the final feedback and review. It is advisable to suggest drama activities to the students, as they are deemed pleasant and motivating experiences that students love to have. Nonetheless it is not enough to turn to drama, because we need a mediation that would allow the student to relate in a privileged way to another person, through the story in the diary. Both the narrative approach and drama represent two ways for the student to tell his / her story and help the student become the author of his / her own moral voice and induce a representation of the lived experience – original expression by drama and meaning granting to the experience by writing – helping him / her in a relational world and making him / her play as a “person”.

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