Introduction to Drama in Education 1

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Learning outcomes of the course unit:

The aim of the study is to initiate in the students a conceptual consideration of drama training, activate students in discussion and in dealing with given issues and guide them to an understanding of the relation of drama training to the theory and practical discipline (the instructor, psychology, acting, etc.). As well to an awareness of the structure of drama training and its various organizational forms.

Mode of study:

Discussion, readings, work sample analyses.

Prerequisites and co-requisites:

- Partial information and ideas about the field.

- Knowledge of some of the fundamental drama training trade publications.

- Interest in theatre and working with children and youth.

Course contents:

1. Drama training instructor

Survey on the topic, „What will make me capable in the drama training profession?“, discussion bases about the individual elements of equiping a drama training instructor with abilities, general and specific knowledge and skills, personal characteristics (communcative, empathetic, tolerant), relationships to children and adults, relationship to the theatre and drama training, musicality.

2. Fundamental concepts of drama training

Experience, play, creativity, partnership, role plays, improvisation, pantomime, games and exercises, dramatic structuring, children's theatre, process and product.

3. Drama training structure

Theory and practical disciplines from which drama training originates, educational goals, theatre resources. Present pedagogy and education, psychology and it individual parts and branches. Acting and its methodology as a drama training resource. Transformation of knowledge from other brnaches for use in drama training.

4. Interbranch character Drama training

The merging of knowledge from various disciplines of Drama training, literature, the arts and social sciences as a source of topics for drama training. Branches close to drama training or employing similar or the same methods (psychodrama, drama therapy, experiential education, etc.), the specifics of Drama training.

5. Organizational forms of drama training

Special interest drama training, drama circles, ensembles, Arts elementary schools. Drama training in schools, Drama training as an independent subject (required, elective), drama methods in the instruction of other subjects (particularly history, civic and family culture, literature).

Recommended or required reading:

KOŤÁTKOVÁ, Soňa; PROVAZNÍK, Jaroslav; BLÁHOVÁ, Krista; SVOBODOVÁ, Radka; TOMKOVÁ; Anna. Vybrané kapitoly z dramatické výchovy. Praha: Karolinum, 1998. 224 s. ISBN 80-7184-756-9.

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

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

Assessment methods and criteria:

Credit is awarded for participation in discussions and in resolving various issues, ability to independently formulate ideas and contribute based on one's experience and to present them in relation to the trade.

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The subject is a part of the following study plans: