Didactics of Drama in Education II. 1

Tutor:

Eva MACHKOVÁ

Synopsis:

A four-semester course - major course. This course reviews the experience of the students and guides them to a system which focus on the professional designation and formulation of practical objectives and knowledge from practice, to purposeful and systematic practice and a comprehensive overview of various methods and forms of Drama training.

Prerequisites:

To master all didactic materials of Drama training, to be able to define the profession and characterize its parts and forms, to use professional terminology, to express oneself professionally both verbally and in writing, approach practice independently and in a consolidated manner in both the conception and execution of a project. To study the required literature and selected works from wider literature.

Study Objectives:

Provide students with broad and complete knowledge about drama training instruction in all its forms, guide them to conscientious and purposeful management with practical experience to formulating and designating all elements and parts of the professionalism of a drama training instructor.

Outline and Syllabus:

1. The specific characteristics of Drama training and its principles

The principles of Drama trainings with other directions and professions of training and instruction. Principles specific to Drama training.

2. The process in Drama training

The relationship of process to product in Drama training. Group, space, instructor styles of leading, behaviour and action in the lesson. „Class management“ (managing the process). Verbal management methods, the instructor in a role, other types of motivation and leading. Constructing a lesson.

3. Planning in Drama training and establishing goals.

Planning. Formulating goals, selection of instruction tools.

4. Forms of Drama training

Forms in education. Various organizational and institutional forms in Drama training: interest drama training, school drama training. Drama methods in instructing other subjects, at various levles. Drama training in special education, the health care sector and social services. Drama training in instructor preparations.

5. Drama training content

Sources of Drama training. Educational transformation of selected knowledge.

6. Methods of drama training

Drama branches in the world. Types of classification methods. Improvisation models. Topic wholes and drama structuring. Improvisation in a narrative („playmaking“). Games and exercises, their systems, goals and arrangement.

7. Theatre practice with children and youth

Issues of public performance. Conditions for public performance and its evaluation, the psychology of the children's stage. The staging generation process. Critique in children's and yout theatre, competitions and reviews.

8. Drama training evaluation

Diagnostics, classification, evaluation. Criterial and standards evaluation, concurrent and final. Evaluating individuals and ensembles, evaluation tables. Instructor self-evaluation.

9. The Didactics project

In the course of the lesson the didactics are realized via the didactic project. The ensemble, in cooperation with the instructor selects material on which they will collectively evaluate the topic or matieral then a small group (2-3 students) will execute the project with their own or another group.

10. Coursework

The students will select a didactic topic from a list offered by the instructor, whether a general topic or one linked to one of the Drama training forms, type of school, age group or institution , subject, etc.

Study materials:

BUDÍNSKÁ, Hana

1990 Hry pro šest smyslů (Praha: IPOS ARTAMA)

CANGELOSI, James S.

1994 Strategie řízení třídy (Praha: Portál)

ČÁP, Jan-MAREŠ, Jiří

2001 Psychologie pro učitele (Praha: Portál)

DISMAN, Miloslav

1976 Receptář dramatické výchovy (Praha: SPN)

HELUS, Zdeněk

2004 Dítě v osobnostním pojetí (Praha: Portál)

KASÍKOVÁ, Hana.

1997 Kooperativní učení, kooperativní škola (Praha: Portál)

MACKOVÁ, Silva

2004 Dramatická výchova (Brno: JAMU)

MACHKOVÁ, Eva

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

1999 Metodika dramatické výchovy (Praha: IPOS ARTAMA)

2004 Jak se učí dramatická výchova. Didaktika dramatické výchovy (Praha: DAMU)

MILLAR(OVÁ), Susanna

1968 The Psychology of Play; přel. Jarmila Milnerová, Psychologie hry (Praha: Panorama, 1978)

MLEJNEK, Josef

1997 Dětská tvořivá hra (Praha: ARTAMA-STD)

MORGAN, Norah-Juliana SAXTON

1987 Teaching drama. A mind of many wonders; přel. Helena Zymonová a Jaroslav Provazník, Vyučování dramatu. Hlava plná nápadů (Praha: Sdružení pro tvořivou dramatiku, Praha, 2001)

PALARČÍKOVÁ, Alena

2001 Tygr v oku (Praha:STD)

PASCH, Marvin, Trevor G. GARDNER, Georgea SPARKS-LANGER, Alane J. STARK, Christella D. MOODY

1991, 1995 Teaching as Decision Making, přel. Milan Koldinský, Od vzdělávacího programu k vyučovací hodině (Praha: Portál, 1998)

PIAGET, Jean, Bärbel INHELDER

1966 La psychologíie de l´enfant, přel. Eva Vyskočilová, Psychologie dítěte (Praha: SPN, 1970)

ULRYCHOVÁ, Irina-GREGOROVÁ, Vlasta-ŠVEJDOVÁ, Hana

2000 Hrajeme si s pohádkami (Praha:Portál)

VALENTA, Josef.

1997 Metody a techniky dramatické výchovy (Praha:Agentura STROM)

WAY, Brian

1967 Development Through Drama; přel. Eva Machková, Rozvoj osobnosti dramatickou improvizací (Praha: ISV nakladatelství, 1996)

Tvořivá dramatika (vyd. ARTAMA ve spolupráci s STD a katedrou výchovné dramatiky DAMU, Praha, od roku 1990)

školní dokumenty (RVP, osnovy ZUŠ, vzdělávací program Obecná/Občanská škola, alternativní programy aj.)

Note:

Schedule for winter semester 2009/2010:

The schedule has not yet been prepared

Schedule for summer semester 2009/2010:

The schedule has not yet been prepared

The subject is a part of the following study plans:

• Doporučený magisterský dramatická výchova (main subject)