Children's theater and the challenges of social and cultural education through "Salima and the Stork" play

Abstract

Children's theater and the challenges of social and cultural education through "Salima and the Stork" play

Through the educational dimension of theater, social education is deepened in the child's psychological system as a coalition project that accompanies the path of his life, considering that the process of educating and preparing the child, and honing his talents and intellectual, cognitive, social and psychological rehabilitation does not stop at a certain stage, but rather the child needs continuous socialization according to the changing stages of growth he undergoes and the conditions in which he lives. Theater then seeks to promote imagination and memory in the child's social learning system, by storing actions and words that appear in the imitation axis from everyday practices, considering that what the child acquires is merely a symbolic representation of action patterns, and what he learns is stored in memory to be used as a guide in future behavior. The child is thus characterized by the motivation that drives him to learn durably from society and art, and to strive to discover the learning intention that is inhabited by the permanent movement of reality and the psychological and behavioral convulsions of the individual, so that the child contributes to his education through his integration into the system of theatrical action and reception. And as a practical approach, we'll be analyzing a Tunisian theatrical work entitled "Salima et la cigogne", text by Bachir Bouali, directed by Mohamed Saleh Arous, set design by Imen Samet, produced by the Centre d'art dramatique et scénique , Beja, with the support of the Tunisian Ministry of Culture 2022. This play raises the question of family relationships, customs and social traditions in a pedagogical conception directed at children and young audiences, to transmit these customs and traditions in an evolutionary and sustainable way that affirms their role in sensory, mental and moral development, while recovering the basic ideas of this tangible and intangible visual heritage and encouraging children to think of it as a path of creative action through an artistic revision of the system of cultural and heritage consumption that has been absent from today's children.