4.4. Development of the key competences

This curriculum contributes to the acquisition of key competences, as follows:

  • LANGUAGE COMMUNICATION: Reading theatrical lyrics and songs is one of the ways to contribute to this skill. Students will be required to develop this competence in the communication of analysis, creation and interpretation of texts, as well as in the work on breathing, diction, articulation and appropriate expression in situations of stage interpretation. And do not forget in the theatre itself the attention paid to non-verbal communication that although it is not purely a linguistic skill, still falls within this competence. So, through its non-verbal format, students develop their communication skills through gestural work and bodywork.
  • MATHEMATICAL COMPETENCE AND BASIC SKILLS IN SCIENCE AND TECHNOLOGY: The curriculum contributes to the acquisition of mathematical skills in the work of positioning and movement of the body in space, thus favouring the knowledge and management of some basic mathematical elements (numbers, measures, proportions, structures, spatial dimension ...). Behaviours and values are also promoted in what affects individual and collective well-being, for example, through the increase in physical and psychological benefits that dance, music and theatre bring. In the same way, in order to analyse the production or preparation of a show, scientific and technological knowledge is also put into play.
  • COMPETENCE OF LEARNING TO LEARN: Given the contents to be studied and practised, a priority objective is that the student wishes to know more, be aware of their abilities and the process and strategies necessary to develop them and, ultimately, have that perception of “self-efficacy”. Motivation and confidence are crucial to developing increasingly effective learning that can expand one's expressive skills, particularly present in the contents related to interpretation and improvisation, both individually and collectively.
  • SOCIAL AND CIVIL COMPETENCE: Considering the study of the characteristics of these artistic expressions in which group work is essential for the product to be made, the curriculum encourages recognition of the importance of values such as tolerance, mediation skills, empathy and respect for the opinions and forms of expression of others. On the other hand, students must also learn to work in groups, including learning to learn in groups, therefore they must comply with the rules established for this common task.
  • COMPETENCE OF THE SPIRIT OF INITIATIVE: With the study and practice of theatre and performing arts we enhance the ability to think creatively, the importance of effort and the spirit of initiative. In their practical aspect these values must also be present, already within the exercises: creativity, self-esteem, ability to manage projects, cooperative work, management of uncertainty, to lead and be conducted, are essential factors in the construction of a show.
  • COMPETENCE IN UNDERSTANDING CULTURAL EXPRESSIONS: The development of this curriculum favours the learning by students of the scenic language to achieve new ways of communication and expression and to realize aesthetically elaborate productions. In addition, the knowledge and understanding of theatrical performances, musical creations and some works and stage and dance productions in their historical, cultural and social context, favour the enhancement of cultural and artistic heritage and awareness of the importance of preserving and transmitting it.
  • INTRA AND INTERPERSONAL EMOTIONAL SKILLS: Through the curriculum, an emotional vocabulary will be developed according to the abilities of each participant. Everyone will be offered a constructive perspective on emotions, learning to differentiate what is perceived, from what one feels and the management of what is appropriate to achieve. In addition, at the group level, assertive communication skills will be developed through active listening, identification of communication styles and the ability to manage interpretation and metacognition.