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  • Pedagogie kabaretu – wstęp do tematu

    Author: Urszula Lewartowicz
    E-mail: ulewartowicz@gmail.com
    Institution: Uniwersytet Marii Curie-Skłodowskiej, Polska
    ORCID: https://orcid.org/0000-0002-0915-9486
    Year of publication: 2021
    Source: Show
    Pages: 96-108
    DOI Address: https://doi.org/10.15804/kie.2021.01.05
    PDF: kie/131/kie13105.pdf

    The article is of a contributory nature and is an introduction to the topic of cabaret pedagogy. Cabaret, as an important area of contemporary popular culture and a separate genre of art, performs specific social, aesthetic and educational functions. It is a carrier of criticism, a form of exposing reality and building a community based on laughter. By using its usual means, such as irony, grotesque or satire, cabaret performs its overriding function, which is to transgress taboos and to question the obvious. The cabaret, embedded in popular culture, is characterized by the so-called semantic incompleteness, that is, it generates fragmentary and random meanings that initiate thought processes. The starting point for the considerations undertaken in the text is the pedagogical theory of cabaret developed in the 1970s by the German researcher Jürgen Henningsen, which was an impulse to think about cabaret in terms of public pedagogy, specifically the so-called perverse pedagogy - in opposition to mainstream pedagogy. The study highlights and briefly discusses three basic traces of cabaret pedagogy - ironic and grotesque, carnival and clown pedagogy.

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