Patyčios – sąmoningas, neišprovokuotas, nuolatinis vieno asmens ar grupės fizinis ar žodinis kito asmens užgauliojimas siekiant sukurti nuolatinius prievartos ar įžeidinėjimų modelius. Vaikai pačiais įvairiausiais būdas tyčiojasi vienas iš kito, kabinėjasi, skaudina vienas kitą. Siekiant mažinti patyčių problemas mokykloje dėl skirtingos išvaizdos, rasės, kalbos, religijos išpažinimo, mąstymo ar turinčių skirtingą nuomonę, reikšminga būtų formuoti tolerantišką paauglių mąstymą apie kitoniškumą, kurti prevencines programas, pasiremiant interaktyviaisiais dramos metodais, kurie gali būti paveiki priemonė. / Bullying is a deliberate and constant verbal or physical abuse against one person or a group of several individuals with an intention of creating continual models of violence and abuse. Children tend to bully each other in various different ways. In attempt of minimizing the bullying issues at schools, which arise because of different appearance, race, religious beliefs, or different ways of thinking, it is important to form a liberal thinking among the teenagers supporting the personal differences. Using interactive drama methods while creating prevention programs can also be a powerful tool.

South Africa’s education system has undergone substantial changes in the last ten years. The shift to Inclusive Education attempts to provide all learners, regardless of their disability, learning difficulty, or disadvantage with access to education (Department of Education1, 2001). Curriculum 2005, in the context of an Outcomes Based Education (OBE) philosophy was an attempt by the Education Department to address the inadequate ‘Bantu’ education of the past. OBE was intended to replace teacher-centred approaches by encouraging children to become actively involved in the learning process, to gain knowledge as well as skills, and to think independently and creatively (DoE, 1998b). School ‘subjects’ of the past were changed to ‘Learning Areas’ some undergoing dramatic shifts in content and teaching strategies. These new Learning Areas also emerged with alternative assessment practices. Life Orientation (LO) is one such learning area. Many educators were suddenly required to teach these new Learning Areas, despite having little or no training in them. As a result many educators experienced frustration with the demands now placed upon them, and some felt unable to teach effectively. This study used a qualitative actionresearch design to obtain an in-depth understanding of the educators’ capacities to change their teaching practices in their Life Orientation classrooms. Six educators in a public primary school setting participated in a series of workshops aimed to introduce them to drama methods to be used in their Life Orientation teaching. The workshops were highly experiential in nature and were designed with the specific personalities and needs of each educator in mind. The results of the research indicate that educators are highly responsive to training, provided that they feel acknowledged as individuals and provided that the training builds upon their current expertise rather than attempting to change their practices altogether. Another key finding from the training was the opportunity for the educators to engage in the training as human beings with their own difficulties and frustrations being openly acknowledged. Many of the educators experienced the workshops as therapeutic and reported that this made the training both useful and personally fulfilling.

1 Abstract: This thesis is entitled "Selected topics from the educational theme A human and his world; explored employing the methods and techniques of Drama In Education." The first section explores the theory. It not only deals with Drama In Education; its content, principles, form, methods, and planning; but also what a teacher of drama should be; the characteristics of children in the early years of education; the assessment of drama; and of course the theme - A human and his world. The practical section describes the elements of a range of methods and contains individual lesson script. Each lesson is underpinned by a particular method. This section goes on to deal with assigned goals; their verification in practice; and finally, conclusions drawn from the implementation of the planned lessons. In designed lessons I used selected methods and techniques of structured drama and preparatoried games and exercises. I found out that very different topics from this educational theme A Human and his world can be worked up by methods and techniques of drama education because I suggested different topics from this educational theme and I verified them in practice.

This diploma thesis concerns possibilities of using drama methods and techniques for understanding of literary texts within primary school education, with special emphasis on supporting pupils' reading. In its first theoretical part the basic terms are defined, such as literature, reading and their importance for a human; Literary Education and Drama Education (including its methods) and their possible meetings in the educational process. Furthermore, the theoretical part deals with use of a literary text as a theme for a preparation for creative drama lessons, including drama structuring. The practical part is focused on three specific proposals for drama lessons with using literary texts. Two of them were carried out and evaluated with respect to the predetermined goals. It affirms that the application of drama methods and techniques within classes of literature and reading is justified. Keywords: Drama Education, School Work System of Education, drama methods and techniques, preparation for a lesson, individual experience, learning through co-operation, a literary text