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ZeRUM is an independent educational theatre association which is housed at ZeBU. Through involving educational theatre projects, we build bridges between school, youth education and dramatic art and seek to create learning through theatre. At ZeRUM, we launch our own educational theatre projects in collaboration with various foundations. Moreover, we are used as consultants and speakers at educational institutions, associations and in companies which want to work with aesthetic learning processes.

Sine Sværdborg
e. sine@zebu.nu
m. +45 22 23 70 23

Our goals are:

– To give children and young people the competencies required to benefit to the greatest possible extent from the artistic experience of a theatre visit. See more under Dramatic art in the Open School.

– To empower teachers so that dramatic art and the individual theatre can become an active player in daily teaching. See more under Workshops for teachers.

– To produce teaching materials for ZeBU and other theatres that want material prepared by people who know about dramatic art, schools, year plans and development goals. See more under Education materials for theatres.

– To challenge and develop educational theatre for the benefit of the theatres and the educational institutions. See more under Development of a theatre and drama teaching method.

– To offer activities and theatre classes for young people. See more under Dramaclasses for young.

Why drama in education?
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Dramatic art addresses existential human and social issues conveyed in a physical and sensual way and often within a fictional context.

When we see a show, whether it is theatre or dance, we are observing a slice of reality which is swathed in signs and meanings that affect each member of the audience individually. Dramatic art is thus a mediated language which, through fiction, staging, performance style, scenography etc. disguises and develops reality and gives the audience the chance to experience and view life in new ways.

Taking dramatic art into the classroom
We all have an individual experience of the dramatic performance, and the language of dramatic art requires interpretation, which provides an opportunity to discuss important issues, and therein lies a huge learning potential. The fact that a school class, for example, has a shared theatrical experience which it can discuss and work with can create an aesthetically based learning process in which discursive learning is supplemented with sensual and active participation.