Contribution of meta observation and performativity approach on theatre high school education

Abstract

The following article questions the pedagogical approach of actors and actresses who teach acting lessons at university level in Chile. After accounting the scarce pedagogical preparation in actors and actresses who teach in university, the article indicates a way in which the acting exercise and specially the concept of performance, may open pedagogical spaces which help actors and actresses go beyond the traditional teacher role which is based on non-reflective prejudices about education, acting and the role of the acting teacher.