Theater teaches innovation

Instructor Mariasole Bannò
Duration 18 hours
Period First semester

Course objectives

  • Develop the ability of listening and promoting relationships with others;
  • Enhance the expressive and communicative abilities, through the use of the body and the voice;
  • Expand the perception of physical and imaginary space;
  • Develop the imaginary through improvisation, the identification of the characters and the stories to be represented;
  • Improve the verbalization of feelings and emotions;
  • Improve self-image and self-esteem;
  • Get to know yourself, your limits and your resources and those of the group;
  • Discover the infinite expressive possibilities of the body and the voice, through control and empowerment;
  • Acquire control and knowledge of space;
  • Develop a 360 ° perception of the environment in which to move and how this can change in relation to the presence of one’s companions and one’s imagination;
  • Analyze people, everyday and non-everyday situations that can be represented on the scene;
  • Outline the characters;
  • Increase self-confidence and confidence in others;
  • Try to communicate experiences, emotions and moods in an authentic and creative way;
  • Help each other through the common goal of the final representation;
  • Read a theatrical text and develop contents, gestures, rhythms and vocal emission;
  • Learn how to use symbols and objects for staging.

Content summary

The course is designed as a laboratory where students create a theatre show. The laboratory is organized in groups of about six students each. As in real theatre plays, each member of the group is assigned roles and tasks. Actors represent the characters of the text, for example: shareholders, top managers, competitors, family managers etc. The technicians, on the other hand, deal with the practical issues related to the stage: set design, script, costumes and sound. All members of the individual groups have the task of actively participating in the drafting of the script.

Both scientific and social disciplines seem to be a very distant from theatrical art. It may seem difficult to bring these two worlds together. In reality, this new didactic technique allows to embrace, in a transversal and symbolic way, the contents related to different disciplines questions. While the Teacher is in charge of more traditional teaching, an actor is entrusted with the task of transforming one of the many aspects addressed in the course, into a small theatre show. Thus, at the beginning, the actor illustrates—thanks to his experience on the stage—the characteristics of theatrical techniques.
During the first meetings, possible thematic paths will be identified, such as antitrust, internationalization, generational change in the company and many others. Consequently, these topics will be developed through a real theatrical script. Moreover, all the details related to the performance will be honed during the rehearsals.

At the end of the course, there will be a final representation.

Teaching methods

This laboratory has been designed with the aim of applying the methodologies and techniques of theatrical art to an educational experience addressed to a group of students in order to experiment and develop their communication and interaction skills.


  • Bannò, M., Albertini, A.; Bendar, A.; Bodini, I.; Trento, S. & Villa, V. (2018). Theatre Teaches.
  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1), 59-109.
  • Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into practice, 41:4) pp. 212-218.
  • Kahu, E. R. (2013). Framing student engagement in higher education. Studies in higher education, 38(5), 758-773.
  • Metraglia, R., & Villa, V. (2014). Engineering graphics education: webcomics as a tool to improve weaker students’ motivation. Research Journal of Applied Sciences, Engineering and Technology, 7(19), 4106-4114.
  • Motyl, B., Baronio, G., Uberti, S., Speranza, D., & Filippi, S. (2017). How will Change the Future Engineers’ Skills in the Industry 4.0 Framework? A Questionnaire Survey. Procedia Manufacturing, 11, 1501-1509.
  • Violante, M. G., & Vezzetti, E. (2017). Guidelines to design engineering education in the twenty-first century for supporting innovative product development. European Journal of Engineering Education, 42(6), 1344-1364.