Article

Effets de deux dispositifs utilisant une approche ou des supports artistiques sur les compétences émotionnelles et langagières en cycle 3 en France

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Abstract

À partir de deux études menées en cycle 3 (quatrième et cinquième classe de l’école élémentaire française; étude 1 : Pasquier et al., 2022; étude 2 : Eschenauer et al., 2023), nous proposons d’analyser les effets de dispositifs pédagogiques questionnant chacun la conscience émotionnelle comme source d’engagement pour faire émerger le langage oral. Pour créer les conditions nécessaires à cette expérience sensible, la première étude s’appuie sur des supports artistiques (albums de jeunesse, oeuvres d’art, captations de spectacles de danse, etc.), la deuxième s’ancre dans la pratique performative théâtrale (c’est-à-dire qui se base sur les caractéristiques de la performance artistique, notamment le corps, l’espace, les interactions avec le public, etc.). Les résultats montrent que la rencontre expérientielle et réflexive avec l’art semble favoriser la conscience émotionnelle et la production orale. Nous ouvrirons la discussion sur la construction de pratiques pédagogiques participant à la construction de soi et de sujets aptes à percevoir le monde et à s’ouvrir à autrui.

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