Didactics of Drama in Education I. 1

Tutor:

Eva MACHKOVÁ

Synopsis:

This introduction to didactics is focused on the main concepts of didactic, general and professional in relation to the to-date practice and previous study of the students (including both courses and classes). Classification of the main concepts and findings. Classifications of methods from practice (supply of games and exercises, motifs and the like) according to the particular composition of the year and needs of the students.

Prerequisites:

A condition for credit is regular attendance and active participation in discussions and completing assignments, a basic orientation in the didactics of the field and concurrent fequentation of the subject literature. A mastery of applying subject terminology to practice.

Study Objectives:

To supplement the to-date student knowledge from drama training practice, bring it into mutual relationships, to fill in the „white spaces“ in the to-date experience.

Outline and Syllabus:

Outline:

Clarification and definition of the fundamental concepts and elements of drama training didactics:

- Didactics, teaching

- Knowledge, skill, competence, abilities, mental processes

- types of teaching

- verbalism and empirical teaching

- lessons

- the teacher and teaching style

Syllabus

1. What is didactics, teaching, teaching theory and instruction

Knowledge, skills, routines, competence. Postures, interests, abilities, characteristics, mental processes, mental functions. Personality cultivation, life and world experience. Education psychology.

2. Types of teaching.

Sensory-motor teaching, verbal concepts, emotional motivation, teaching methods for resolving problems, social teaching. Verbalism and experience, teaching through activity, interest in teaching and a conscious approach to it and the pupils. So-called didacticism in the arts.

3. The school and drama training

Staging methods and so-called dramatization as they are usually understood in education. Creative instruction, reformed(alternative) approaches to school instruction. Drama methods in various subjects and drama training as an instructional subject. Inter-subject projects. Drama training as a hobby.

4. The main method types

Their differences and nomenclature. Exercises, games, improvisation, thematic wholes, their objectives, influence upon the individual, nomenclature. Creating one's own reservoir.

5. The teacher in the lesson

Style of teaching, teacher behaviour in contact with pupils, joining into games, clear explanations, voice, dress, posture and place in the space (mise en scene - the body), formulation of instructions and questions, objective and linking in a lesson, preparations for a lesson.

Study materials:

BLÁHOVÁ, Krista

1996 Uvedení do systému školní dramatiky (Praha: IPOS ARTAMA)

ČÁP, Jan-MAREŠ, Jiří

2001 Psychologie pro učitele (Praha: Portál)

DISMAN, Miloslav

1976 Receptář dramatické výchovy (Praha: SPN)

KOŤÁTKOVÁ, Soňa-Jaroslav PROVAZNÍK, Krista BLÁHOVÁ, Radka SVOBODOVÁ, Anna TOMKOVÁ

1998 Vybrané kapitoly z dramatické výchovy (Praha: Karolinum)

MACHKOVÁ, Eva

1998 Úvod do studia dramatické výchovy (Praha: IPOS ARTAMA)

1999 Metodika dramatické výchovy (Praha: IPOS ARTAMA)

Note:

Schedule for winter semester 2008/2009:

The schedule has not yet been prepared

Schedule for summer semester 2008/2009:

The schedule has not yet been prepared

The subject is a part of the following study plans:

• Doporučený bakalářský dramatická výchova - komb. (subject determining qualification)