Performing for Better Communication: Creativity, Cognitive-Emotional Skills and Embodied Language in Primary Schools

Abstract

While the diversity and complexity of the links between creativity and emotional skills as well as their effects on cognitive processes are now established, few approaches to implementing them in schools have been evaluated. Within the framework of the enactive paradigm, which considers the complexity and dynamics of language as a cognitive process, we study how an approach based on performative theatre can synergistically stimulate creativity (artistic, bodily and linguistic), emotional skills (identifying and understanding emotions) and executive functions (especially inhibition, cognitive flexibility and emotional control), all as components defined in the context of oral communication. Stimulating this synergy in the context of foreign language teaching may be especially beneficial for children with communication disorders. This paper presents the first results of the CELAVIE pilot study (Creativity, Empathy and Emotions in Language learning with Autism for an Inclusive Education) through a case study of a pupil with a neurodevelopmental disorder included in a 4th-grade class. The results show a progression in oral communication in English as a Foreign Language (EFL), in emotional skills and creativity.

Дослідження Взаємозв’язку Емоційно-Гностичних Та Особистісних Особливостей Із Параметрами Творчості Підлітків

“…Considering creativity as an expression of one's abilities in creating new, original, innovative samples in various spheres of life, it should be noted that they are based on a certain human potential. However, only a small part of humanity manages to realize it at a high level (Eschenauer et al, 2023). As recent research shows, such an opportunity depends on a range of factors, namely: the diversity and uniqueness of this potential, talents, ideas and opportunities that can serve as a basis for creative activity (van der Zanden et al, 2020); self-esteem, confidence, self-significance, belief in one's abilities ; flexibility and openness to new experiences, desire to learn something new Popovych & Blynova, 2019); self-determination, motivation, gnostic emotions (Cheban et al, 2020;Chebykin, 2023).…”

“…Розглядаючи творчість як вираження власних здібностей у створенні нових, оригінальних, інноваційних зразків у різних сферах життя, зазначимо, що вони ґрунтуються на певному потенціалі людини. Проте лише незначній частині людства вдається його реалізувати на високому рівні (Eschenauer et al, 2023). Як свідчать дослідження останніх років, така можливість залежить від низки важелів, а саме: розмаїття та унікальності цього потенціалу, талантів, ідей та можливостей, які можуть слугувати основою для творчої діяльності (van der Zanden et al, 2020); самооцінки, впевненості, почуття власної значущості, віри у свої можливості ; гнучкості та відкритості новому досвіду, бажанні вчитися новому Popovych, Blynova, 2019); самовизначення, мотивації, гностичних емоцій (Cheban et al, 2020;Chebykin, 2023).…”

Emotional Competency in Education: Special Issue on Emotional Intelligence and Creativity

“…Moreover, theoretical links are established between these constructs in general population, such as in Sundquist and Lubart's study (2022), which explores these relationships using the model of the seven Cs of Creativity as a structuring framework. Some of the submissions, like the study of Eschenauer et al (2023), discuss the complexity and dynamics of language as a cognitive process within the enactive paradigm. Their study investigates how performative theatre can synergistically stimulate creativity, emotional skills, and executive functions, especially in the context of foreign language teaching for children with communication disorders.…”

“…Some of the submissions, like the study of Eschenauer et al ( 2023 ), discuss the complexity and dynamics of language as a cognitive process within the enactive paradigm. Their study investigates how performative theatre can synergistically stimulate creativity, emotional skills, and executive functions, especially in the context of foreign language teaching for children with communication disorders.…”