Didactics of Drama in Education I. 2

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Learning outcomes of the course unit:

To provide student with a broad knowledge of drama training instruction in all its forms, guide them to a conscious and purposeful management of experience, for formulating and designating all elements and parts of the drama training instructor profession.

Mode of study:

Moderated discussions, Discussions, Analyses of media recordings. Group project preparations. Monitoring of student work and didactic projects with subsequent evaluation. Consultations on student work.

Prerequisites and co-requisites:

1. Student is able to consider the context of drama training.

2. Student is able to consider the goals of the work, create and assess it with consideration of those goals.

3. Student is able to review and assess their work.

4. In individual semesters of didactics instruction, students bring to instruction knowledge acquired in the practical focus of the courses (Practical I, II, Methods in Working with a Children's Ensemble..)

5. Individual semesters of didactics instruction are linked together. Registration presumed the fulfillment of requirement from the previous semester in didactics.

Recommended optional programme components:

Preparation and completion of additional teaching projects beyond the requirements.

Course contents:

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.

Recommended or required reading:

BUDÍNSKÁ, Hana. 2008 [1984]. Hry pro šest smyslů : Kartotéka pro loutkáře i neloutkáře, kteří si umějí hrát s dětmi. 7., uprav. vyd. Praha : NIPOS-ARTAMA. 28, 16, 218 s. ISBN 978-80-7068-217-3.

CANGELOSI, James S. 1994. Strategie řízení třídy : Jak získat a udržet spolupráci žáků při výuce. Přel. Milan Koldinský. Praha : Portál. 296 s. Přel. z: Cooperation in the classroom: Students and teachers together. ISBN 80-7118-022-7.

ČÁP, Jan; MAREŠ, Jiří. 2001. Psychologie pro učitele. Praha : Portál. 656 s. ISBN 80-7178-463-X.

DISMAN, Miloslav. 1976. Receptář dramatické výchovy. Praha : Státní pedagogické nakladatelství. 148 s.

HELUS, Zdeněk. 2004. Dítě v osobnostním pojetí : obrat k dítěti jako výzva a úkol pro učitele i rodiče. Praha : Portál. 228 s. ISBN 80-7178-888-0.

KASÍKOVÁ, Hana. 1997. Kooperativní učení, kooperativní škola. Praha : Portál. 152 s. ISBN 80-7178-167-3.

MACKOVÁ, Silva. Dramatická výchova. Brno : JAMU, 2004. 216 s. ISBN 80-85429-93-4.

MACHKOVÁ, Eva. 2007 [1978]. Metodika dramatické výchovy : zásobník dramatických her a improvizací. 11., upravené vyd. Praha : Sdružení pro tvořivou dramatiku. 156 s. ISBN 978-80-901660-9-0.

---. 2007. Úvod do studia dramatické výchovy. 2., upravené vyd. Praha : NIPOS. 198 s. ISBN 978-80-7068-207-4.

---. 2007. Jak se učí dramatická výchova : didaktika dramatické výchovy. 2. vyd. AMU, Divadelní fakulta, katedra výchovné dramatiky. 224 s. ISBN 978-80-7331-089-9.

MILLAROVÁ, Susanna. 1978. Psychologie hry. Přel. Jarmila Milnerová. Praha : Panorama. 360 s. Přel. z: The Psychology of Play. Edice Pyramida.

MLEJNEK, Josef. Dětská tvořivá hra. 2. vyd. Praha : IPOS-ARTAMA; Sdružení pro tvořivou dramatiku, 2004. 152 s. ISBN 80-7068-163-2.

MORGAN(OVÁ), Norah; SAXTON(OVÁ), Juliana. Vyučování dramatu : hlava plná nápadů. Přel. Helena Zymonová a Jaroslav Provazník. Praha : STD, 2001. 252 s. Přel. z Teaching drama : a mind of many wonders. ISBN 80-901660-2-4.

PALARČÍKOVÁ, Alena. Tygr v oku aneb O tvorbě inscenace s dětmi a mládeží. Praha : STD; Společnost Amatérské divadlo a svět, 2001. 144 s. ISBN 80-901660-5-9.

PASCH, Marvin; GARDNER, Trevor G.; SPARKS-LANGER(OVÁ), Georgea; STARK(OVÁ), Alane J.; MOODY(OVÁ), Christella D. 1998. Od vzdělávacího programu k vyučovací hodině. Přel. Milan Koldinský, Praha : Portál. 424 s. Přel. z: Teaching as Decision Making. ISBN 80-7178-127-4.

PIAGET, Jean; INHELDER(OVÁ), Bärbel. 1970. Psychologie dítěte. Přel. Eva Vyskočilová, Praha : Státní pedagogické nakladatelství. 116 s. Klub přátel pedagogické literatury. Přel. z: La psychologie de l´enfant.

ULRYCHOVÁ, Irina; GREGOROVÁ, Vlasta; ŠVEJDOVÁ, Hana. 2000. Hrajeme si s pohádkami : dramatická výchova v mateřské škole a na 1. stupni základní školy. Praha : Portál. 120 s. ISBN 80-7178-355-2.

VALENTA, Josef. 2008. Metody a techniky dramatické výchovy. 3., upr. vyd. Praha : Grada Publishing. 352 s. ISBN 978-80-247-1865-1.

WAY, Brian. 1996. Rozvoj osobnosti dramatickou improvizací. Přel. Eva Machsková. Praha : ISV nakladatelství. 220 s. Přel. z: Development Through Drama. ISBN 80-85866-16-1.

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.)

Planned learning activities and teaching methods:

Lecture, Class, preparation and completion of projects and their assessment. Discussions. Review and work evaluation. Analysis of practice recordings. Student self-review and assessment.

Assessment methods and criteria:

Credit from the linked semesters of Drama Training Didactics is gradually awarded based on:

class participation,

completion of the semester paper

creation of a didactics project

implementation of a project and its assessment

assessment of a selected project by another group, another instructor

sitting the final test and oral interview.

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