The course is based on an experiential approach. Students engage in activities that involve physical movement and then analyze how these experiences inform their teaching practice (how their own bodies respond, and how to encourage students’ bodies to respond). Sessions alternate between practical activities, group discussions, and theoretical concepts.
The first part of the semester is devoted to professional demeanor. Workshops on improvisation, movement, and vocal expression help students develop presence, eye contact, active listening, and coordination in interaction. Several sessions are led by a specialist in theatrical improvisation. Simple activities provide an accessible way to explore the relationship with the body, for example using everyday objects.
In a second phase, these experiences are linked to teaching situations. Students explore eye contact management, movement through space, and spatial organization as tools to support attention and interactions. Some activities involve reconfiguring the classroom space to encourage dialogue or cooperation or experimenting with ways of observing the environment from different perspectives.
The final part of the semester features activities based on artistic practices (shadow theater, activities inspired by dance, circus arts, or the visual arts). These activities help identify approaches that can be applied to arts education or other fields.
Assessment consists of two standard components. An individual analytical assignment focuses on a fieldwork situation related to the teacher’s body posture. A group assignment involves designing an eight-period arts sequence that integrates physicality as a starting point. The project is the subject of a written report (between 5 and 10 pages) and an oral presentation. The entire project is evaluated using rubric developed by the teacher.
