Carmen Sanchez Duque

1.49 ANIMA. Dramaturgies and Puppet plays with objects, to reflect on social justice in Primary education (Paper) – virtual

Carmen Sanchez Duque – Universidad Finis Terrae, Santiago, Chile – virtual

Abstract:

Through the creation of dramaturgies and puppet plays using objects as pedagogical strategies, this study explores the educational potential of theatre. In the 2023–2024 academic year, the researcher – also a co-director of the Chilean theatre company Perrobufo, which specializes in integrating theatre and education – conducted a case study with third-grade students at a Catholic school in Spain. The aim was to evaluate how students could engage with and reflect on issues such as inequality, feminism, and gender-based violence through a process of stage creation, specifically using the language of animated forms.

The findings demonstrate that this theatrical training enabled students to create without the constraints of gender stereotypes, while also fostering communicative, creative, social, emotional, and critical thinking skills. These outcomes contributed to a greater interest among students in promoting a more just, inclusive, and diverse school environment.

6.30 Performative Creation and Multimedia in the Classroom: An Interdisciplinary Approach to Migration in the Local Educational Context (Paper)

Carmen Sanchez-Duque – Universidad Finis Terrae, Santiago, Chile – virtual

Alicia Arias-Camisón Coello – Universidad de Almería / Universidad Internacional de la Rioja, Spain

Ángela Barrera-García – Department of Musical, Plastic and Corporal Expression Didactics, University of Granada, Spain

Abstract:

Migration is a global phenomenon that significantly impacts educational systems. In Spain, migrant students often face considerable challenges – including linguistic, cultural, and adaptive barriers – that can lead to stress, anxiety, and social isolation, ultimately affecting their academic performance and emotional well-being.

This study was conducted at an educational institution in Granada, involving a class of 4th-year Compulsory Secondary Education students, the majority of whom were foreign-born. Using an arts-based educational research approach, the project fostered horizontal collaboration between teacher-researchers and students. The methodology combined performative practices with live video projection and the creation of soundscapes to engage students in co-constructing knowledge and expression.

The primary aim was to rethink and reconstruct collective visual narratives surrounding the experiences of migrant students within educational communities. The interdisciplinary nature of the project is reflected in its live audiovisual and sonic environments, as well as in the performative interventions – all conceived and realized by the students at every stage of the process.

The project culminated in a series of collective artistic creations that critically engaged with the social realities of the school environment. The findings demonstrate that the integration of theatrical techniques with multimedia resources enhanced students’ creativity, as well as their digital, social, and emotional skills. Ultimately, the study highlights how interdisciplinary, intermodal artistic practices serve as effective platforms for fostering intercultural dialogue and offering new perspectives on the lived experiences of migrant students.