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How to bring preschoolers closer to differences in families through drama education
Sadílková, Kristýna ; Ferklová, Alžběta (advisor) ; Sobková, Ivana (referee)
In my bachelor thesis I focus on how to bring preschool children closer to the differences in families through drama education. The bachelor thesis is divided into theoretical and practical parts. The theoretical part includes the characteristics of preschool age, specifically psychological development, social and emotional development and perceptual development. Furthermore, the characteristics of families according to several authors, basic functions and types of families according to aspects. A separate chapter is then devoted to foster family care and its forms. This is followed by a description of drama education, the aims of drama education, methods and techniques of drama education, the appropriate methods and techniques chosen for children in kindergarten and the personality of the drama teacher in kindergarten. The practical part focuses on action research in the form of five different drama education lessons on the topic of family and their differences, preceded by an interview with children on the topic and also concluding. With the help of which I find out what the children know about the topic of family and the differences in families. Another aim is to find out how the differences in families can be brought closer to children through the methods and techniques of drama education. By...
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The use of drama as a means of increasing students' engagement in speaking activities
Šmídová, Kristýna ; Müller Dočkalová, Barbora (advisor) ; Uličná, Klára (referee)
This thesis deals with the use of drama techniques in order to improve students' speaking skills. The purpose of the study is to determine whether the use of fictional situations and characters can provide students with the incentive and motivation to speak and help them with their willingness to communicate. The main indicator for this will be the extent to which the students who otherwise rarely volunteer to engage in oral communicative activities speak during a lesson. The thesis is divided into two parts. The theoretical part first provides a brief introduction to teaching speaking, an overview of reasons why some students might be more reluctant to speak than others, and a summary of recommendations of various authors on the topic of teaching speaking skills and how to increase student talking time. It then further looks into the findings from existing research on communication breakdowns and the use of drama as a motivation for students to speak. The practical part describes an action research project conducted by the author with seventh-grade pupils of a private primary school, where she teaches. The research was motivated by difficulties the author was facing when teaching speaking, when several students in the class were being shy or were repetitively refusing to participate in speaking...
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Children's literature as a source of inspiration for drama education at the first and second year of primary school
Ludvíková, Veronika ; Ferklová, Alžběta (advisor) ; Sobková, Ivana (referee)
The theoretical part defines the concepts of dramatic and literary education and describes the possibilities of using children's literature in dramatic education. The thesis focus on suitable topics, which we can integrate into national curriculum. It also provides suggestions for lesson preparation in dramatic education based on children's literature. The practical part explores teachers'experiences in searching, acquiring, and processing suitable children's literature for creating dramatic education lessons. Based on the books with which the respondents have experience, a list of children's literature has been created to facilitate teachers in selecting books for creating dramatic education lessons. The entire thesis is focused on children in the 1st and 2nd grades of elementary schools. KEYWORDS Children's literature, drama education, list of children's literature, criterion, topic
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Differences of understanding and remembering of antique tale red by pupils, compared with antique tale worked out through methods of D.I.E.
Ježková, Kristýna ; Svobodová, Radmila (advisor) ; Hanyš Holemá, Irena (referee)
A diploma thesis is concerned with research. The research is focused on compare of effectiveness and differences of two opposite techniques, which are using in school environment. Methods and techniques of drama in contrast of clasics method of frontal teaching. A primary aim of diploma thesis is finding out, if these particular methods has got influences for better or worst understanding and remembering subject metter and how big are these influences. The diploma thesis is devided on two parts. First is theoretics and second is practics part. Thoretics part is making efforts to sketch these problematics of technical viewpoint. It is woking mainly with specialized literature. Theoretics part is creating foundations for practics part. Practics part is asking about researches questions first and choosing exploratives methodes for research. Like researchs method is selecting of analysis of tests from children from both of classes. Test was created on the basis of taked places of lessons. Starting point for practics part was book names "Old greece mythos and legends" from author Eduard Petiška. In this book I choosed one of them. Choosed legend is "Trója". The end of practics part is reflecting of lessons and knowledges, which was achiaved in this research. In the end will be maked summary and...
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Usage of Petr Horáček's books in dramatical education at work with children in preschool age
Podskalníková, Sára ; Ferklová, Alžběta (advisor) ; Sobková, Ivana (referee)
This bachelor thesis deals with the possibilities of using Petr Horáček's books in drama education with preschool children. The theoretical part characterizes the development of the preschool child. At the same time, it defines dramatic education, its specifics in kindergarten, the goals and the personality of the teacher. Then the methods and techniques of dramatic education, its connection with literature, criteria for the selection of literature and appropriate literary genres for preschool age. The last chapter is devoted to Petr Horáček and his books, on which the drama lessons in the practical part are based on. The practical part consists of ten lessons on chosen books, which are: Silly Suzy Goose, The Mouse who ate the moon, A Best Friend for Bear, Blue penguin, The Best Place in the World, The Perfect Present, The Greedy goat, The Mouse who wasn't scared, Puffin Peter and Elephant. The lessons are implemented in one heterogeneous group of children in preschool age. These lessons explore how can books be used practically in dramatical education. After the implementation of all lectures, reflection and dialogue with children is conducted, looking for understanding of recent lesson which is evaluated afterwards. KEYWORD kindergarden, dramatic education, Petr Horáček, preschool child, methods...
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Creating a safe classroom climate by methods of drama education for beginning groups of students
Šrubařová, Lucie ; Ferklová, Alžběta (advisor) ; Hanyš Holemá, Irena (referee)
The diploma thesis focuses on the creation of a safe classroom climate by methods of dramatic education for a beginning group of pupils. The aim of this thesis is to evaluate whether the methods of drama education contribute to the creation of a safe climate in the classroom. In the theoretical part, I will define the concept of classroom climate, school climate and mention here the main actors involved in its creation. The second half of the theoretical part focuses on drama education. The aim of this part is to map suitable methods of this education that contribute to building a safe climate. I devote the practical part to the preparation of several lessons for a group of fourth-year students who have no experience with drama education. Part of the practical part are specific lessons and their reflections, which record the development of the starting group. At the very end, there will be a comparison of the classroom climate before the introduction of drama education methods and after the implementation of individual lessons. To develop this part, I will choose a qualitative form of research, specifically the interview method with the class teacher. The interview will be conducted in two forms. I will do the first one before the implementation of the lessons. A second interview will be conducted...
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Drama education as a space for realizing own needs and boundaries.
WALDOVÁ, Veronika
My diploma thesis' topic is "Drama education as a space for realizing own needs and boundaries." The theoretical part of this thesis is devoted to the prevention of pathological phenomena, such as bullying or sexual harassment, which children can encounter with in real life but also on the internet, using drama education, its methods and techniques. The theoretical part also provides important information about these negative phenomena, about the essence of drama education and brings information necessary for understanding the issue. Part of the theoretical part is also the role of the drama education in the comprehensive development of children's personality, the formation of their life opinions, attitudes and values. This also includes the development of emotional and social competences, building and defining own boundaries and realizing one's own needs. The main content of the practical part is the creation of a preventive project regarding bullying, cyberbullying and sexual harassment using methods and techniques of drama education and its application in classes.
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Safety when meeting unknown peoplo using dramatic education, in the form of folk fairy tales in the 1st year of elementary school
Benešová, Kateřina ; Ferklová, Alžběta (advisor) ; Hanyš Holemá, Irena (referee)
The diploma thesis Safety when meeting unknown people using dramatic education, in the form of folk fairy tales in the 1st year of elementary school deals the topic of the use of dramatic education in Czech language classes, specifically in literary education in the 1st year of primary school. Thematically, i tis focused on the use of fairy tales in the formo f dramatic lessons. Dramatic lessons are focused on fairy tales that also deal with the topic of meeting strangers, the positive development of students' cooperation and communication in the classroom, as well as the acquisition of some basic methods and techniques of dramatic eduacation. In the theoretical part, the concepts of dramatic education, literary education and the personality of a child of younger school age are characterized. The theoretical part also describes the goals, methods and techniques of drama education and its use in the 1st year of primary school. It also describes the connection between dramatic education and literary education. The practical part was implemented in the 1st year of the 1st grade of primary school, it contains five author's dramatic lessons, which are designedd in such a way that they can be used in the practice of every teacher. The practical part was implemented by means of interviews with selected...
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Building classroom communit through drama education
Lávičková, Michaela ; Ferklová, Alžběta (advisor) ; Hanyš Holemá, Irena (referee)
The diploma thesis focus on building classroom community throuhg drama education. It examines and discovers the work in a team and the connestion of ties to the new class teacher. The selected pupil will be characterized by his behavior and relationship with his classmates. This diploma thesis focuses on monitoring the impact of methods and techniques of drama education on building the classroom climate of a given class in the fourth year of elementary school. He investigates and finds out about working in a team and connecting ties with the new class teacher. In the case of the selected student, he will characterize his behavior and relationship with his classmates. The work is divided into two parts - theoretical and practical. The theoretical part describes the definition and concepts of drama education, as well as terminology from the field of school classroom climate, approaches. Furthermore, I will present an expert view on the characteristics of younger school-age pupils, who are the main subjects of the implementation of the practical part. In the practical part, I will introduce you to the environment and the class I will be working with. In this part, I will focus on monitoring the influence of methods and techniques of drama education for the creation of a positive and safe classroom...
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