Chatgpt como herramienta en el proceso de enseñanza y aprendizaje de la técnica clown

Abstract

Abstract: This exploratory study examines the perceptions of four performing arts students on the use of ChatGPT in script creation for clowning techniques. Using a multiple case design with methodological triangulation, differences were analyzed between students who used ChatGPT and those who worked independently. During the research, semi-structured interviews, direct observation in the classrooms, and a comparative analysis of the skills present in the scripts were conducted. In addition, brief but useful perception surveys were administered to the audience. The results show that the use of ChatGPT provides solid organizational support in the text production phase: it helps to organize, plan, and stay on track. However, those who preferred to write without the tool exhibited greater interpretive flexibility and, at the same time, a weaker emotional identification with the characters' arcs. Less affective attachment. Perhaps that is why their narrative decisions moved with greater freedom, or so it seems, at least. When evaluating the final materials, the audience reported, overall, a slight difference in authenticity between the two versions. It is concluded that ChatGPT can be a valid complementary tool when used critically, without replacing the fundamental creative exploration in clown training. This pioneering study contributes to the debate on technological integration in arts education.