Methodology of Teaching Classroom Drama 3

Tutor:

Radek MARUŠÁK, Jaroslav PROVAZNÍK, Veronika RODRIGUEZOVÁ

Synopsis:

This course introduces students to strategies, methods and types of lessons for children's theatre ensembles. The students are introduced to the specifics of working with various developmental periods of children and the methods and lessons pursuing particular goals (searching for and working with a topic, characters, working in a space, etc.) In the final lesson the students will actively take part in a stage piece or other type of project withing the working framework of the ensemble and the proposed piece and execution their own lesson for a children's theatre ensemble.

Prerequisites:

Students employ knowledge from courses Drama training Practical I, II and Didactics of drama training.

Study Objectives:

- Students demonstrate ability to justify the manner of work with an understanding of the basic values and principles and to integrate them into the context of modern neoreform education.

- Students demonstrate ability to investigate content and topics appropriate for use in Drama training methods.

- Students are able to create instruction lessons using principles and methods of drama training with respect to the aim of the education area.

- Students are able to carefully consider appropriate strategies and types of lessons with consideration of the goal, experience and group age.

Outline and Syllabus:

CURRICULUM:

- Education programs and their philosophy and pedagogical bases.

- Drama training and its place in methodological intruction.

- Types of lessons

- Drama training as part of a project.

SYLLABUS:

In the beginning lesson of the course the students evaluate the reality of modern elementary and middle school education, analyzing basic education documents and their bases. Further, students will deal with modern education concepts, goal innovations, methods, content, organizational forms. Limits in possible application of drama training methods, its advantages in creating competences. In lessons given to students or to a children's ensemble (as a sample lesson) the instructor demonstrates various manners of applying drama training methods in instruction in both closed blocks of topics and in a project manner of practice.

Study materials:

BERTRAND, Yves

1990 Théories contemporaines de l?éducation; přel. Oldřich Selucký, Soudobé teorie vzdělávání (Praha: Portál, 1998)

BLÁHOVÁ, Krista-VACEK, Pavel-ULRYCHOVÁ, Irina-PROVAZNÍK, Jaroslav

1996 Uvedení do systému školní dramatiky. Dramatická výchova pro učitele obecné, základní a národní školy (Praha: ARTAMA)

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

1998 Vybrané kapitoly z dramatické výchovy (Praha: Karolinum)

MACHKOVÁ, Eva

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

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

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

TONUCCI, Francesco

1990 Insegnare o imparare?; přel. Stanislav Štech, Vyučovat, nebo naučit? (Praha: Středisko vědeckých informací PdF UK, 1991)

VALENTA, Josef

1997 Metody a techniky dramatické výchovy (Praha: Agentura Strom - Jana Hrubá)

Rámcový vzdělávací program pro základní vzdělávání a základní kurikulární dokumenty (www.vuppraha.cz)

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 - dvouleté komb. (subject determining qualification)