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Educational influence of Drama in Education on social and mental developement of pupils with learning difficutilties of the 1.st grade at Walfdorf school.
Špelinová, Lenka ; Svobodová, Radmila (advisor) ; Marušák, Radek (referee)
The diploma thesis deals with the educational influence of the subject of creative drama on psychosocial development of pupils with special learning difficulties (SLD) on 1st grade of Waldorf school. The work is focused mainly on the development of communication skills, respecting the boundaries, instructions and cooperation in the classroom using methods and techniques of drama education with pupils with SLD in 2nd half of 2nd grade and 1st half of 3rd class. The theoretical part defines the four basic parts of this diploma thesis psychosocial development of children of younger school age, special learning difficulties (SLD), accompanying phenomena and their influence on the psychosocial development of the child, characteristics of Waldorf school, methods and techniques of drama education. The practical part deals with the development of communication, cooperation, observance of rules, understanding of the topic and the ability of its interpretation of individuals and the whole group in the lessons of creative drama. In the lessons, we experienced key themes of the Waldorf School. The whole process is recorded and evaluated using record sheets from each lesson.
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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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Educational influence of Drama in Education on social and mental developement of pupils with learning difficutilties of the 1.st grade at Walfdorf school.
Špelinová, Lenka ; Svobodová, Radmila (advisor) ; Marušák, Radek (referee)
The diploma thesis deals with the educational influence of the subject of creative drama on psychosocial development of pupils with special learning difficulties (SLD) on 1st grade of Waldorf school. The work is focused mainly on the development of communication skills, respecting the boundaries, instructions and cooperation in the classroom using methods and techniques of drama education with pupils with SLD in 2nd half of 2nd grade and 1st half of 3rd class. The theoretical part defines the four basic parts of this diploma thesis psychosocial development of children of younger school age, special learning difficulties (SLD), accompanying phenomena and their influence on the psychosocial development of the child, characteristics of Waldorf school, methods and techniques of drama education. The practical part deals with the development of communication, cooperation, observance of rules, understanding of the topic and the ability of its interpretation of individuals and the whole group in the lessons of creative drama. In the lessons, we experienced key themes of the Waldorf School. The whole process is recorded and evaluated using record sheets from each lesson.
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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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Comparison of the new method of teaching English in the 1st grade of the Primary School "Act and speak" with other methods
Holzknechtová, Eliška ; Svobodová, Radmila (advisor) ; Ferklová, Alžběta (referee)
This thesis aims to determine status of English language classes at primary schools by using the observation method. It explores which methods are used in the first classroom at primary level, how far are these methods effective in the development of various skills of students and whether they can be compared to a new teaching method Act and Speak ®. At the beginning of this paper, are outlined real conditions in foreign language teaching. In the next section we learn how is foreign language absorbed and accepted by learners and at the end of theoretical part we learn which teaching methods were used for teaching foreign languages in the past and which are used today. The practical part should determine whether teachers are quality language models for their students and whether they use in their teaching latest methods and trends. These data are compared with procedures that are used in the classroom using the Act and Speak® and from them then draw conclusions about the quality and effectiveness of teaching.
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