Observation Training for Drama Education (KPA/E-PDR)
- 7 credits
- Lecturer: Mgr. Jan Karaffa, Ph.D.
- Lessons (Lectures + Exercises + Seminars): 0 + 2 + 0 [hours/week]
- Semester: winter / summer
- Termination: course credit
- Requirements for the course and its completion:
- Presentation of the student’s experience of drama education teaching and active participation in lessons. (20 points)
- Creating records of observation and lesson plans including a description of implementation. (60 points)
- Defence of the student’s conception of drama education in the contemporary school via study of literature and correspondence tasks. (20 points)
| Points | Grade (six-step classification scale) | Examination (six-step classification scale) | Examination ("zkouška") | Subject pass (without examination) ("zápočet") |
|---|---|---|---|---|
| 91 – 100 | A | 1 | 1 | R subject pass achieved ("započteno") |
| 81 – 90 | B | 2+ | 2 | |
| 71 – 80 | C | 2- | ||
| 61 – 70 | D | 3+ | 3 | |
| 51 – 60 | E | 3- | ||
| 0 – 50 | F, FX | 4 | 4 | no |
Annotation:
The aim of the subject is to give students the opportunity to acquire practical experience of the drama education in school. It helps the students to develop their skills of planning, realization and evaluation and also enables them to test the possibilities offered by drama education in order to develop their key competencies. The students’ experience and the reality of school practice is compared with didactic issues.
Topics:
- Drama education teaching preparation and work with curricula – aims, contents, topics, subjects, methods, diagnostics of children, rules and communication).
- A child’s personality and his/her psychological and somatic development supported through methods of dramatic art.
- Current spheres of children’s experience – analysis based on diagnostics of children, drama education curricula and specialist literature.
- Drama education in schools as an independent subject, methods in other subjects and planning of cross-sectional topics – advantages and difficulties of individual exercises.
- Possibilities offered by drama education for developing key competencies (personal and social, learning, communication, solutions of societal and work-related problems).
- The teacher’s personality in drama education – his/her qualification, abilities and skills, knowledge, experience.
- Evaluation – reflection and self-reflection on drama education lessons: combination of teaching and observation.
Literature:
- BOLTON, G., Acting in Classroom Drama. A critical analysis, Portland, Maine 1999.
- JOHNSTONE, K. Impro: Improvisation and the Theatre Rev. ed. London: Methuen, 2007. ISBN 0713687010.
- HEATHCOTE, D., BOLTON, G. Drama for learning: an account of Heathcote's mantle of the expert. Heinemann: USA, 1994.
- MORGAN, N., SAXTON, J. Teaching Drama. A Mind of many wonders. Portsmouth, NH: Heinemann, 1987
- WAY, B., Development through Drama, Humanities Press – Longman Group, Atlantic Highlands, N. J., 1992.
- WAGNER, B. J., Dorothy Heathcote: Drama as a Learning Medium, National Educational Association, Washington, D. C., 1985.
- SOMERS, J., Drama in the Curriculum, London – New York 1994.
- SPOLIN, V. Improvisation for the Theater. Third rev. ed Evanston, Il.: Northwestern University Press, 1999. ISBN 081014008X.
- Research in Drama Education: The Journal of Applied Theatre and Performance.
Updated: 18. 11. 2022
