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Way to Philosophy Using Drama Educational Methods
Kohout, Ondřej ; MARUŠÁK, Radek (advisor) ; VALENTA, Josef (referee)
The focus of the bachelor thesis is to offer a profound insight into the use of drama education as a form of teaching philosophy. Drama education has proven its usefulness in many school subjects. The advantage of drama education is that it connects a topic with a direct experience. Unfortunately, direct experience and its connection to real life is what is philosophy missing. The thesis shows different approaches to use of drama education in teaching of philosophy based on basic division of philosophical disciplines. It concerns drama education as a way to mediate philosophical text to students via preparation of a theatrical performance, but also drama education as a particular method to be used in class. The thesis includes also a report of a practical realization of a project focused on Socrates and Plato’s view on the relation of an individual and society.
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I WORK – WE BUILD – THEY DECIDE
Lőffelmann, Vojtěch ; MARUŠÁK, Radek (advisor) ; MACHKOVÁ, Eva (referee)
The main goal of this bachelor thesis is to create a functional two-day educational workshop for a specific institution – a museum. The workshop is based upon a local topic – match making in the city of Sušice and a use of the now abandoned industrial complex. The theoretical part focuses on the development process – main goals of the workshop, a brief summarization of historical facts, characterization of the group and chosen form of the workshop (structured drama).
The practical part includes created script of the workshop with the description of realisation with two classes from Gymnázium Sušice (grammar school). It also contains the reflection of the workshop from all parties – the class, present teachers and the lecturer. I then recommend some improvements of workshop. Generally speaking, this thesis examines the use of structured drama in educational process at a museum.
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Authentic Man Jan Patočka
Mrázek, Jan ; MARUŠÁK, Radek (advisor) ; ČERNÍK, Roman (referee)
This work is a description of the realization of a pedagogical project that uses the method of drama in teaching philosophy. It's themes are the truth, authenticity and Charter 77, with focus on the personality and work of Jan Patočka. It is divided into a theoretical and practical part. The theoretical part presents the creation of the project, the preparation of the realization, the philosophical starting points and also the analysis of the methodology of drama in philosophy. In the practical part, the realization of the project is being described, with notes on the fulfillment or non-fulfillment of the starting points from the theoretical part. The key method of the work is reflection. It is set between pedagogy, philosophy and theater and aims to draw methodological conclusions from the implementation of the project. These conclusions are based on pedagogical and philosophical assumptions. This work may be an inspiration for pedagogues dealing with the combination of drama and other disciplines in teaching or for educators seeking the philosophical foundations of their work.
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Drama as the Prevention of Bulying
Čermáková, Michaela ; Svobodová, Radmila (advisor) ; Holemá, Irena (referee)
The diploma thesis deals with the method of structured drama and its help in the prevention of bullying. Specifically, the aim is to understand the role of a silent witness as a person who can prevent bullying by stepping out of this role. The theoretical part defines the term bullying, describes the forms, causes and characteristics of bullying among pupils of the first grade of the primary school. This part of the thesis also gives a definition of the chosen method of structured drama, its procedures and techniques. The practical part deals with the created structured drama and its reflection. The questionnaire survey then examines the attitude shift of selected pupils in their decision to step out of the role of the silent witness. The period immediately preceding the realization of structured drama and the period after a few months are the initial and terminal phases of the examined attitude shift. KEYWORDS: Structured drama, drama education, methods and techniques, bullying, silent majority, prevention, the first grade of the primary school, decision-making
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Understanding of Problem of Dyslexy Through Drama
Stocková, Jana ; Svobodová, Radmila (advisor) ; Holemá, Irena (referee)
The diploma thesis consists of practical and theoretical part. It is focused on an issue of dyslexia and its understanding through structured drama. The theoretical part contains three sections. The first section deals with drama education, the second section covers structured drama and the third section is focused on dyslexia itself. The part concerning drama education is subdivided into three chapters demonstrating drama education in general, the subject itself and its forms. The part focused on structured drama is divided into five chapters that define structured drama in general and its subsequent implementation in education together with its structures, techniques and planning. The part dealing with dyslexia includes five chapters as well. The first chapter explains the term dyslexia. The next chapters demonstrate its symptoms, diagnosis and re- education, specific learning disabilities and relationships between dyslectic pupils and their family, school and classmates. The practical part contains a lesson of structured drama with reflections and perceptions collected during drama implementation.
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Specific of Roma Population worked out through the means of Drama in Education
Blovská, Markéta ; Svobodová, Radmila (advisor) ; Marušák, Radek (referee)
This thesis focuses on the topic of multicultural education based on elaborated methods and techniques of drama in education. The theoretical part deals with the drama in education, its objectives, methods and techniques, and its inclusion in The Framework Educational Program for Basic Education (FEP), then on the Roma population and its specifics, multicultural education, its goals and its inclusion in the FEP. Through structured drama techniques in the practical part I try to explain school children the history, culture, values and way of life of the Roma population reflected by assimilation policy of the Czech Republic of the last century. Via this drama in education lessons focused on learning the specifics of the Roma population, I make an effort to prevent or influence prejudices. I have chosen to focus on this ethnic minority as it is the largest ethnic group in the Czech Republic and it is exposed to probably most significant racial prejudice. Keywords drama in education, structured drama, multicultural education, Roma population, culture and history of the Roma population, The Framework Educational Program for Basic Education, primary school children
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Structured drama about Ctirad and Sarka as the way for understanding the symfonic poem
Klasová, Ráchel ; Svobodová, Radmila (advisor) ; Marušák, Radek (referee)
The thesis examines the usage of the method of structured drama in explaining the content of a classical piece of music to pupils on Primary school. In the theoretical part, the arguments which support the combination of artistic domains - Music and Drama - from literacy sources are summarised. The connection is described from the point of view of cross- curricular relations, the activity basis of these domains and the similarities between them. The musical content is also analysed. The thesis focuses also on the used method, especially its goals, techniques and topics used on the Primary school. The research section describes hypothesis, methodology, preparation, realization and the results of an experiment, on several Primary schools. Experimental groups where introduced to the content of the B. Smetana's symphonic poem Šárka by structured drama. Control groups were familiarized with it only by reading and verbal explaining. The focus of the experiment was to compare the understanding of the content between these groups. Key words Structured drama, tale about Ctirad and Sarka, symphonic poem, B. Smetana, understanding, realization, Primary school, cross-curricular relations, listening.
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Hacking Gender Stereotypes by using methods of Drama Structuring
Kořínková, Veronika ; MARUŠÁK, Radek (advisor) ; ULRYCHOVÁ, Irina (referee)
Abstract
The Bachelor thesis describes the preparation and realization of a project that happened during eight drama classes lessons by using methods of drama structuring . These lessons were based on a myth of the Seal woman by Fiona Maclead: Wind and waves and by Clarissa Pinkola Estetes: Women Who Run With the Wolves. The two versions of the same legend are combined with parts written by Scottish playwright Sue Glower from her play The Seal Wife.
Lessons have been specially planned for 2nd and 3rd year students of second grade classes at the Art School of Josefa Kresanka in Bratislava.
Through the fictional story about a seal woman, Rona, students were introduced to the following themes: freedom, pregnancy, parenting, conflict, decision.
This thesis primarily offers the possibility how to work with these themes. It examines how methods of structuring drama can be used when the gender issues are taken into consideration.
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Structured drama Bran
Svobodová, Barbora ; MARUŠÁK, Radek (advisor) ; ULRYCHOVÁ, Irina (referee)
In this thesis I would like to describe the planning, realization and reflection of a two two-day structured drama workshops named Bran. I put those into practice with two different groups. I would like to discuss the processing of literature, the planning of the activities and practice based on the objectives set, the development of the mentioned realisation and its conclusions. Furthermore I would like to focus on drawing a comparison between the two workshops because of the difference between the average age of the two groups involved, which was exactly 10 years. The younger group of players has an aríthmetic mean of 13,5 years of age, the older group of 23,5 years of age.
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The Creation of Inscenation and Structured Drama by Secondary School Students Assigned for Second Grade of Elementary School Audience
Zborníková, Markéta ; VOSTÁREK, Karel (advisor) ; MACHKOVÁ, Eva (referee)
This thesis describes the process of creating inscenation and structured drama based on the book of Daniel Hevier Říše Agord. I worked with the theatre group Nabalkoně, whose members are 14 to 28 years old.
The thesis concerns about an artwork of the drama and analyzes text. Dramaturgical-directorial concept edits the text and adapts it for needs of the group. It also selects basic storyline and main themes. Furthermore, it describes the staging process, the process of creating an accompanied educational program and evaluates them. Besides that, it reflects implementation of the inscenation from the inner point of view (members of group process) and from outer too - it researches and compares responses of pupils from different classes and grades.
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