|
|
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
|
|
|
Efficiency of teaching Old Czech and Moravian Tales by method of Structured Drama comparing with efficiency of frontal teaching.
Opltová, Petra ; Svobodová, Radmila (advisor) ; Váňová, Michaela (referee)
The diploma thesis compares the efficiency of teaching Old Czech and Moravian Tales by method of structured drama comparing with the efficiency of frontal teaching of the same topic. The research aim is focused on the comparison of learning results of pupils who were taught by the method of structured drama with the results of pupils who were taught by the method of frontal teaching. Furthermore, the diploma thesis finds out if structured drama helps pupils to better understand the negotiation of other people. The theoretical part includes the definition of drama education, the goals of drama education, the principles of drama education, a description of drama education as a method of teaching, and evaluation in drama education. The main focus from the methods and techniques of drama education is on structured drama. The theoretical part is also dedicated to frontal teaching - it is basic characteristics, a brief history, frontal teaching in modern schools, plus the advantages and disadvantages of frontal teaching. The conclusion of the theoretical part is devoted to the comparison of drama education with frontal teaching. The practical part includes a description of the course of pretestation - the characteristics of the school, courses, and reflection of pretestation. Also included are...
|
|
|
Drama in Education as the Way to Understanding Crurial Social Topics.
Pospíšilová, Marie ; Svobodová, Radmila (advisor) ; Váňová, Michaela (referee)
Diploma work is intented on multicultural edication, mainly on integrating a pupil with a different first language to the environment of a primary school, using the methods and techniques of Drama in Education. The technical part deals with Drama in education and structured drama. Next it deals with multicultural upbringing and its enforcing in the educational system, a pupil with a different mother tongue and his accepting and integrating in his new class. In the practical part I try to approach the complexity of a newly moved in pupil who has a different language to a new class using structured drama. KEYWORDS Drama in Education, multicultural education, pupil with different mother tongue, structured drama, first level of elementary school
|
|
| |
|
|
Drama education in primary prevention programs
Hejzlarová, Marie ; Marušák, Radek (advisor) ; Svobodová, Radmila (referee)
The thesis deals with the preventive programs that would possibly include some methods used in drama education. Its goal is to survey the possibilities that come out of such interconnection. The main task of the thesis is weather these methods are suitable to be implemented in such type of educational work with children. The theoretical part of the thesis maps both forms of education and their interaction. The practical part is divided into different lessons that discuss certain issues. The issues are: Bullying, Attitude to old age and The virtual world. All the issues are, in the introduction, based on the theoretical part. The following are authorial lessons of drama education aimed at particular issues and evaluation of the main study in certain groups: Is drama education able to form socially valuable stances and values? In conclusion, there are answered all the explorative questions: Are the proposed blocs functional and feasible? Are the drama- educational activities used in lessons for students demanding? Is this form of educational programs gripping for pupils of 4th to 5th class? During the research was used not only exploration based on questionnaires, but also the study of certain groups. The realization took place in a variety of classes (the issue of bullying (2), attitude to old age...
|
|
|
The prevention of bullying through the methods of Drama in Education.
Robovská, Nikola ; Svobodová, Radmila (advisor) ; Hanyš Holemá, Irena (referee)
My thesis is focused on prevention of bullying using dramatic-educational methods. The theoretical part is the base for the practical part. It allows a deeper insight into this topic. Thanks to the practical part, we can deeper understand the essence of the concept of bullying. Moreover, revealing the main features and forms will can better reveal it in the future. It shows who creates it, who is the actor of bullying. Also who leads it for what reasons and causes. It also deals with the consequences of bullying. Further, the theoretical part deals with diagnostics and prevention of bullying. We should not forget to name the chapter which brings us closer to the "environment" of dramatic education because it forms a base for the practical part. Another basis of the work is the creation of the project which is aimed at implementation of structured drama that is focused on prevention of bullying using methods of dramatic education. Another part of the practical part is a questionnaire which represents teacher's points of view on used methods of dramatic education as an effective prevention of bullying. In the end, we can find out which pitfalls as well as advantages brought this project I have made and how did it went. KEYWORDS bullying, prevention, drama education, methods of drama education,...
|
|
|
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
|
|
|
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.
|
|
| |
guest ::
