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Formation of the climate in the first class of the primary school
Fialová, Veronika ; Holemá, Irena (referee) ; Linková, Marie (advisor)
This work is focused on building of social climate and the social relationships in the first class of primary school. The theoretical part, which is supported by contemporary and inspiring literature focused on this topic. It contains the characteristic of the pre-school pupils and the primary pupils, their integration into the social groups and adoption of the social roles. The theoretical part moreover deals with the atmosphere in the school and in the classroom, the relationships between the classmates and the pupils and their teachers. The practical part is focused on the concrete first class of the Primary school; investigate the formation of the relationships between the pupils and the atmosphere in the classroom. On the base of projective technique charted the formation of the position of the individual pupils in the classroom.
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Dranma education within the frame of long termproject)
Talpová, Michaela ; Holemá, Irena (referee) ; Marušák, Radek (advisor)
The thesis focuses on the use of drama education during the project method in teaching. In the theoretical part, it deals with terminology of project education, its history, methods, ways of application and advantages and disadvantages. The next theoretical part is about interference of drama education and project education. Some options that drama education offers within the project are outlined here. The practical part is devoted to the detailed characterization and reflection of longlasting project for the second year of elementary school. The project was made on the basis of integration of drama education with other taught subjects.
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Drama in Education and Personal and Social Development
Pauzová, Veronika ; Holemá, Irena (referee) ; Svobodová, Radmila (advisor)
Synopsis This dissertation work deals with the possibilities of personal and social development of pupils through Drama in Education. The practical part creates a complex of ten eighty-minute lessons that have been realized in the ten weeks in the fourth class of primary school operating on the principles of Montessori. It describes the work of the teacher the beginner beginning with a class, which until then had no experience of Drama in Education. It tries to capture how successful it is to incorporate egoistical pupils by the methods and techniques of Drama in Education. It detects how the pupils of this class comprehend to the selected values and which worthy qualities do they appreciate. The theoretical part explains what drama education is. It is devoted to its objectives, content, forms, methods and techniques. It examines the connection between drama education and personality and social development. It characterizes a child in the development phase of about nine and ten years of age and the classroom as a social group. It also informs about the principles of the Montessori educational system. 4
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Using the methods of dramatic education in teaching pre-school children with precaution of social-psychological problems
Švandrlíková, Markéta ; Tomková, Anna (referee) ; Holemá, Irena (advisor)
This diploma thesis considers precaution of chicane at the primary schools using methods of dramatic education. The main part of this work is theoretical, followed by a project of implementation and evaluation focused on improving social relations in primary school classes, where the methods of dramatic education are presented to the students. The project is based on a methodic and theoretical part. These both parts describe the methods of dramatic education, specifics of pre-school children and their most frequent social-psychological problem, the mentioned chicane. Conclusion of the theoretical part includes a list of some Prague organizations specialized on this problem.
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Chronicles of Narnia as a resource for drama education lessons
Zelená, Markéta ; Marušák, Radek (advisor) ; Hanyš Holemá, Irena (referee)
This thesis is concerned with realization of a set of drama education classes based on a particular literary work of the fantasy genre, namely C.S.Lewis' The Chronicles of Narnia: The Magician's Nephew. The lessons are designed with respect to the moral values expressed by Lewis in his book with the intention to acquaint its young readers with basic concepts of Christianity. Pupils are introduced to those values by means of various drama education methods and techniques, with the overall aim of aiding the pupils in creating a set of values of their own, drawing on both their personal experience and the newly gained knowledge.
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Suggestions from alternative schools to our primary school (with an emphasis on Waldorf edutation)
Merhautová, Iva ; Tomková, Anna (advisor) ; Holemá, Irena (referee)
The main aim of this work is to obtain information on the teaching of handicraft at 2 different schools, including the description, the examination and the analysis of the objectives, and also the content of handicraft lessons at those schools. Another aim of this work also is to find inspiration at Waldorf schools for teaching of handicraft at standard schools. This work discusses the alternative education systems as sources of inspiration for primary school. It is dealing mostly with Waldorf pedagogy and its typical feature, the teaching of handicraft. Theoretical base consist of data on the history and present of alternative schools in the Czech Republic and in the world and information about the waldorf schools. Practical part offers insight into the waldorf teaching in 2 schools on the basis of observation and questioning.
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Development of pupils' independence by using the project method
Kretíková, Olga ; Tomková, Anna (advisor) ; Holemá, Irena (referee)
The aim of this thesis is to determine whether it is possible to develop pupils' independence by way of the project method, which is based on my own practical experience. The thesis is divided into two main parts: the theoretical part and the practical part. The theoretical part summarizes and evaluates the knowledge gained by studying the available literature on the topic of pupils' independence and the theme of project method. The conclusion of the theoretical part summarises the bases for the development of the self- reliance via project method. The practical part analyses my previous teaching experiences, like the use of project method in terms of pupils' independence and this analysis is followed up with the practical research, based on a new project which is focused on the development of the pupils' independence in the activating teaching methods that have not been used yet. The part of the appendix includes final pieces of pupils' works from some of the projects described in the practical part, pupils' mind maps from their projects and photo documentation of the newly realised project, which was aimed at developing pupils' independence. In conclusion, I validate, based on my own research, the hypothesis that the targeted use of project method leads to the development of the pupils'...
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