4.3. Cross-cutting content

The Educ-Arts through Theatre and Performing Arts project in general con-tributes significantly to pedagogical transversality due to its unique characteris-tics. Emotional education is not included as a specific transversal content, since it is to be considered central to the entire project. Transversal contents presup-pose themes or aspects related to specific objectives and are addressed in an equally important and complementary way, although not in such an explicit form as Emotional Education.

  • MORAL AND CIVIC EDUCATION: We will try to promote civic behaviour by promoting attitudes of tolerance and respect towards any type of artistic form, even if preliminarily alien to our interests. The participating students will be able to express themselves in judgments, dialogue and opinions on theatrical genres respecting the rules of communication and without hurting the sensitivity of others.
  • EDUCATION FOR PEACE: Particular attention will be paid to tolerance, openness and respect for the cultural manifestations of one's own tradition, other folkloristic manifestations of our country and other cultures that it is necessary to know and enhance. Using the performing arts to establish bonds of friendship and communication with others, as well as rejecting messages that contain violence, discrimination, lack of solidarity ...
  • HEALTH EDUCATION: Enhance the practice of physical exercise, not only as a source of well-being but also as an indispensable habit for good vocal, expressive and dance performance. Enhance silence or lack of noise as a source of physical and mental well-being.
  • ENVIRONMENTAL EDUCATION: Be aware that one of the biggest environmental problems is the so-called noise pollution (excess sound volume and a variety of excessively high-frequency noises and sounds ...).
  • EDUCATION FOR CRITICAL CONSUMPTION: Show a critical attitude towards the artistic products that the market offers. Learn to distinguish the deep content from the superficial one of a musical product, enhancing the first.
  • EDUCATION FOR EQUALITY BETWEEN MEN AND WOMEN: Stimulate in students a critical attitude towards theatrical situations, in which any type of sexual discrimination occurs. Study social processes and analyse the reasons why women have had less representation in the history of the performing arts.
  • SEX EDUCATION: Show interest in knowing, respecting and appreciating colleagues. Use the group activities proposed by the project in each of its arts to disinhibit and enhance contact with the body as a communicative and natural act independent of sexual differences.