Abstract
The present text refers to the situation of arts teaching in Quebec schools, highlighting the genesis of dramatic art as a school discipline. In this context, the process of an artistic intervention realized in primary classes and focused on « animated reading » is described. The objective of our research project is to determine the effects of such a pedagogical action on the level of self-determination of students (theory defined by Deci and Ryan), on attitudes (Rosenberg et Hovland) and on the progression of knowledge related to competence - 2 The interpretation of the dramatic sequences stipulated in the Quebec School Training Program (Ministry of Education, Recreation and Sport of Québec - MELS, 2001), this article dealing specifically with the results related to the aforementioned competence. The conclusions formulated on the basis of this field experience, carried out simultaneously as a Master's student and an invited artist in the school, offer us the opportunity both to enrich the school program in dramatic art/theatre and to perpetuate the respective discipline in Québec and abroad .
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