Keywords Drama in education, Visual impairment, Multiple impairment, Mental disability, Method, Technique, Lesson, Methodological material, Integration Abstract The thesis deals with the possibilities of using methods and techniques of Drama in Education with visually impaired children and examines the possibilities of such work with children with a combination of visual impairments and mental disability. The theoretical part is focused on the classification and characterization of visual impairment and its impact on mental and physical development of preschool aged children. It also describes the basic principles of Drama in Education, Drama in Education as an educational field, as it is integrated into framework educational programme for special elementary school and specifies the conditions under which is possible to work with visually impaired children using methods and techniques of Drama in Education, which are also individually analysed. Practical part contains ten lessons of Drama in Education with notes that reflect their progress. For the purpose of thesis the lessons were realized in a group of children with visual and multiple impairments, which is also in thesis described.

This master thesis deals with interconnection of language teaching and drama. It presents a set of supplementary drama activities to the textbook Maturita Solutions-Intermediate. The concern is the use of drama activities in second language teaching at secondary school; for this purpose the set of drama activities and role-plays was carried out in several classes at two secondary schools in Prague. The theoretical part presents the methods, which emphasize the importance of communicative abilities, and provides a background to the idea that drama is one of the ways of teaching a second language. The practical part introduces the created activities and their pilotage at schools and the work is concluded with a feedback from the students and the teachers who participated. The author of the thesis encloses all the supplementary activities, which can be found in the appendix. Key words: communication, drama in education, techniques, coursebook, role-play

The aim of this work is to describe the proceedings of a beginning teacher and beginning drama bee at Elementary school and Kindergarden Pernink where the classwork is conducted in a form of joint classes. The general organization of the bee is built upon my teaching experience yet and specialised literature therefore the main focus will be on personality and social education, preparatory games and exercises, elements of dramatic expressions, technique of declamation , acting games and improvisation and methods and techniques used in drama education. My goal which is also the subject of this thesis is to supply elements of drama education to a heterogeneous group of children. KEYWORDS: Teacher, beginner, Drama in Education, village, school

D. Ed. / Trauma can be described as the emotional shock response to a physical or emotional injury that is overwhelming and has a lasting effect on a person. Based on this definition, trauma can be considered an integral part of life in South Africa. The consequences and effects of trauma are severe, both on individual and society levels. Nobody escapes the effects of trauma, but women and children are particularly vulnerable. Unfortunately the vast majority of South Africans have little or no access to mental health services. Some people, however, seem to be resilient in response to trauma and hardship. Although various definitions of resilience can be found in the literature, resilience is defined in this thesis as the ability and characteristics that enable a person to endure, recover from, and be strengthened to grow personally, regardless of exposure to traumatic life events. Women are generally the primary educators of children in the South African society, whether it be their own children, grandchildren or others. If South African women were equipped with skills that could enable them to deal more effectively with trauma, they would – as primary educators – naturally transfer their skills and knowledge to the children in their care. There exists a need for preventative interventions that may equip women to cope effectively with trauma. Certain educational interventions may provide avenues through which this may be achieved. Educational drama is one such avenue through which women of diverse educational, socio-economical, and cultural backgrounds may be reached in a comprehensible, accessible and non-discriminatory way. In this study a number of issues pertaining to the prevalence of resilience in South African women have been explored and described. The purpose of this study was to create an interactive educational play aimed at facilitating mental health in women exposed to traumatic life events.

A research report submitted in partial fulfillment of the requirements for the degree of Master of Education (Coursework and Research Report), University of the Witwatersrand. / This research report examines the nature of drama as a means of facilitating adult learning, especially in the South African rural context, by conducting a literature review and by compiling case studies of the use of drama at Akanani, an association. of rural development projects in South Africa where theatre-for-development is the principal methodology employed. The literature review explores the use of drama as a methodology in education and then focuses on how and why theatre-for-development has been used in Africa for community development and empowerment. The international developments in popular theatre are also considered so that as much information as possible can feed into the guidelines which are this report's conclusions. This chapter concludes with a consideration of how drama can be used for adult learning in South Africa. This research was conducted primarily by compiling a number of case studies of the use of drama at Akanani in the far northern Transvaal. Participant observation, illuminative evaluation and semi-structured interviews were used within a Participatory Research apprgach to gather information about Akanani. The researcher spent two periods of time at Akanani conducting the interviews and observing the daily operations as well as the use of drama in various contexts at Akanani. The cases studies were compiled to discover whether drama, as it is used at Akanani, is a successful and appropriate methodology for adult education in the rural areas of South Africa. This research finds drama to be a a very effective means of facilitating learning amongst adults in rural areas and concludes by offering guidelines for the use of drama as a methodology in adult education in South Africa, especially in the rural areas.

An experimental comparison was made of the effects of teacher participation, teacher probing behavior, and nonparticipation by teachers during the sociodramatic play sessions of three groups of Head Start preschool students (twelve subjects). A combination of the multiple baseline and multielement single-subject designs was employed to study the effects of teacher participation in sociodramatic play on the amount of language production exhibited by Head Start students. A Placheck method was utilized to record student language production at the end of each 10-second interval throughout each 10-minute session. Thirty play sessions were observed and recorded by both the researcher and a videocamera. Students were selected by their teachers, and all play sessions took place within the children's own classroom. Subjects included six males and six females.The study was divided into three phases. The Baseline phase included the alternation of the conditions of teacher participation and nonparticipation. At the end of this phase, teachers were trained in the use of probes, or questions to which the answer is not known by the teacher. During the Probe phase, teachers participated in play sessions daily and utilized frequent probes. During the Multielement Manipulation phase, the conditions of teacher participation alone and teacher participation emphasizing the use of probes were randomly alternated. Graphic representations of subject performance data were used to portray intersubject and intrasubject variability.Results indicated that rates of student language production increased for 10 out of 12 students (83%) when exposed to the condition of teacher probing during the Probe phase of the study. When the effects of teacher participation and teacher participation emphasizing probing were compared, it was found that 11 out of 12 students (92%) exhibited higher rates of language production during the condition of teacher probing.It was concluded that the use of teacher participation in the sociodramatic play of Head Start students, particularly with an emphasis on probing behavior, proved to be most beneficial in enhancing the amount of language production of the students. The findings of the present study lend support to the concept that teacher participation in the sociodramatic play of low-income preschool children can result in increased student language development.

Integration är ett komplext begrepp som kan ses utifrån flera perspektiv och synvinklar. Dramapedagogik emellertid utgår från olika typer av värdeord baserade i en gemensam värdegrund. Centrala begrepp i detta är demokrati, acceptens och alla människors lika värde. Syftet med uppsatsen är att kartlägga, systematisera och problematisera forskning om hur drama kan användas, eller har använts i integrationssyfte. Hur ser dialogen ut inom forskningsfältet drama och integration? Vad säger det om dramapedagogikens betydelse i integrationsprocesser? Kan man urskilja några teman och i så fall vilka? Som metod används en litteraturstudie med en kvalitativ ansats som vilar på utvalda begrepp som ingår i en integrationsprocess. Resultatet visar fyra olika kategorier där drama används som metod i integrationsprocesser. Drama för att främja mångkulturalism och interkulturell kompetens, kulturell identitet genom drama och teaterprocesser, drama som resurs för språkinlärning samt drama och teaterprocesser med syfte att spegla och engagera samhället. / Integration is a complex concept that can be approached from several perspectives and viewpoints. Drama in Education, however is based on different types of core values based in shared values. The keys to these are democracy, acceptance and equal dignity. The purpose of this paper is to identify, systematize and problematize academic research on how drama can be used, or has been used for integration purposes. What does the dialogue within the researchfield regarding drama and integration look like? What does it say about dramas role in integration processes? Are there any themes to be seen? The method used is a literaturestudie with a qualitative approach that is based on selected concepts included in an integration process. The results show four different categories in which drama is used as a method for integration. Drama for promoting multiculturalism and intercultural competence, cultural identity through drama and theater processes, drama as a resource for language learning and drama and theater processes in order to reflect and engage society.

Thesis (Ph. D.)-- University of Sydney, 2005. / Title from title screen (viewed 30 October 2009). Includes tables and questionnaires. Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Education and Social Work. Degree awarded 2005; thesis submitted 2004. Includes bibliographical references. Also available in print form.

Thesis (doctoral)--Åbo akademi, 2009. / Extra t.p. with thesis statement inserted. Accompanying disc includes video, forms and text of book in PDF format. Includes bibliographical references (p. 233-250). Also available online.

M. Tech. Drama / This study aims to investigate how the implementation of the Arts and Culture Learning Area adheres to the government policy as contained in the Revised National Curriculum Statement; to establish the challenges militating against the effective delivery of the Arts and Culture Learning Area; to interrogate the implementation process and the opportunities offered by the existing policy; and to establish the extent to which dance, drama and music are utilised as assets in the development of children's cognitive processes.