This thesis talks about the pupil's moral development. It is focused primarily on possibilities of the moral development in drama education, eventually in some dramatic activities used during other lessons. The thesis is divided into two parts - theoretical and practical. At the beginning of the theoretical part it acquaints readers with basic information about the moral consciousness and behavior, analysis of the moral judgement of the child and possibilities of its measuring. It also presents drama education as a separated subject its principles and methods and it outlines the possibilities of the drama education in the pupil's moral development. The practical part contains the analysis of the primary school age pupil's moral judgement and comparison outcomes of the pupils who are taught using the methods of drama education and pupils, who have never experienced drama education. The goal of the empirical survey is to find out whether and to what extent the drama education influences the development of moral judgement of the pupils.

<p>The thesis is based on a field study conducted in a South African secondary school and seeks answers to how young people living under harsh conditions in a disadvantaged environment experience the opportunity to practice drama and performing arts in an after-school programme. Drama is often mentioned as an educational tool and a strategy to self-development. But how is it perceived by the adolescents themselves? How do they experience the drama activities? And what meanings do they put into these activities as a part of their daily lives?</p><p>The drama and performing arts project, concerned in this study, was set up in collaboration between the social science research programme HealthWise South Africa and the performing arts company Brown Paper Studio. HealthWise South Africa aims at promoting youth development, for example through facilitation of healthy leisure opportunities. Brown Paper Studio aspires to create a positive and secure environment where creativity, talent and self/group expression can be explored and encouraged, and skills learned, through drama exercises and performing arts.</p><p>In this study, the experiences of the participating adolescents have been investigated through a phenomenological research approach. An analysis, which has been thoroughly worked out with focus on the empirical data, will be presented and discussed.</p>

The thesis is based on a field study conducted in a South African secondary school and seeks answers to how young people living under harsh conditions in a disadvantaged environment experience the opportunity to practice drama and performing arts in an after-school programme. Drama is often mentioned as an educational tool and a strategy to self-development. But how is it perceived by the adolescents themselves? How do they experience the drama activities? And what meanings do they put into these activities as a part of their daily lives? The drama and performing arts project, concerned in this study, was set up in collaboration between the social science research programme HealthWise South Africa and the performing arts company Brown Paper Studio. HealthWise South Africa aims at promoting youth development, for example through facilitation of healthy leisure opportunities. Brown Paper Studio aspires to create a positive and secure environment where creativity, talent and self/group expression can be explored and encouraged, and skills learned, through drama exercises and performing arts. In this study, the experiences of the participating adolescents have been investigated through a phenomenological research approach. An analysis, which has been thoroughly worked out with focus on the empirical data, will be presented and discussed.

The main aim of this study is to develop an instructional design model of drama course for preservice teachers in Faculty of Education. Firstly, to reach this aim the models in the literature were reviewed and the model was created as synthesis of them. In addition of this, the drama courses at universities were examined and the last version of this model was shaped. Secondly, the effectiveness of the model was tested through developing a drama instruction to the preservice English Language teachers. The sample was consisted of 16 preservice teachers from the department of English Language Teaching in Faculty of Education, Middle East Technical University. The results of the study showed that the instructional design model worked appropriately in constructing a drama education course and this 10-week drama course had a positive effect on the preservice teachers&rsquo / tendency towards drama and basic knowledge about drama. Furthermore, this study revealed the process of drama instruction in universities step by step for the practitioners who works in education field.

This dissertation outlines an interpretative inquiry that explores the impacts and implications for drama education as part of the standards-based education climate within British Columbia, Canada. It explores relevant literature and theoretical underpinnings, outlines a methodological framework informed by hermeneutic phenomenology as well as traditions from narrative and poetic inquiry, presents findings drawn from participants’ narratives, explores emergent themes, as well as delineates associated implications. Findings of this inquiry suggest that drama education is being impacted by the standards-based education paradigm in several ways including (a) its use as a cross-disciplinary learning medium, (b) concern among participants about decreasing opportunities for its use as a result of perceived pressures to address ‘high priority’ areas such as literacy and numeracy, (c) concern among participants about the quality of drama practice in elementary and middle schools, (d) summative assessment and reporting-related difficulties, (e) shifts in classroom-based assessment perspectives and practices toward more formative and student-involved approaches, as well as (f) a strong interest among participants in greater systematic legitimacy for drama education and its practice. This dissertation also explores how these impacts are fuelled by epistemological tensions manifesting from a lack of coherence between the interests and assumptions that support drama education and those that inform the standards-based education paradigm. In addition, implications for educators and policy makers regarding how such tensions might begin to be alleviated are explored.

My diploma thesis describes the possibilities of using drama education in English language teaching at the secondary school. The theoretical part shows how English teaching can be connected with drama education. Furthermore, it presents concrete methods and techniques which can be used in any English lesson and it describes the basic principles of play rehearsal in schools. The practical part presents the author?s original theatre script in English for secondary school students and it also contains a reflection of the process of staging a theatre performance according to the script, done with a group of pupils from the Kubatova secondary school in České Budějovice.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2016-01-08T06:57:52Z No. of bitstreams: 2 Dissertação - Karine Ramaldes Vieira - 2015.pdf: 1455553 bytes, checksum: d4a57127981c9838b30df6fd3de50189 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-01-08T06:59:22Z (GMT) No. of bitstreams: 2 Dissertação - Karine Ramaldes Vieira - 2015.pdf: 1455553 bytes, checksum: d4a57127981c9838b30df6fd3de50189 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-01-08T06:59:23Z (GMT). No. of bitstreams: 2 Dissertação - Karine Ramaldes Vieira - 2015.pdf: 1455553 bytes, checksum: d4a57127981c9838b30df6fd3de50189 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-02-27 / This study analyses the methodology of theater games developed by Viola Spolin (1906-1994) as a process of learning by experience, using the theorethical approach of experience developed by William James (1842-1910) and John Dewey (1859-1952). I establish possible dialogues with the practice of theater games with the distinct theorethical perspectives of both authors aiming to have a better understanding of the methodological improvisation on Drama proposed by Viola Spolin. / Este estudo analisa a metodologia dos jogos teatrais desenvolvida por Viola Spolin (1906-1994) sob o ponto de vista de um aprendizado pela experiência, examinada a partir dos conceitos de experiência desenvolvidos por William James (1842-1910) e John Dewey (1859-1952). Procuro compreender especificamente os conceitos de experiência na perspectiva destes autores, em suas várias formulações, buscando estabelecer possíveis diálogos com a prática dos jogos teatrais. No panorama da pedagogia do teatro, procuro estabelecer as relações possíveis destes conceitos com a metodologia improvisacional dos jogos teatrais proposta por Viola Spolin.

This thesis deals with the problem of handicapped individual in children's literature as a subject for drama education. The diploma thesis has two parts. In the first theoretical part, I dealt with the issue of handicap, the relation of literature and dramatic education with a focus on literature with handicapped hero and assessed the possibilities of using such literature in the process of dramatic education. The practical part was based on action research, which took place in 5 literary and drama lessons, which were created on the basis of a literary masterpiece. During the evaluation, I focused mainly on changing the relationship between handicapped and disabled people based on the experience of dramatic education. In addition, questions have been examined if this topic is not difficult for pupils of primary school and what pitfalls it can bring.

This thesis deals with the creation of larp-based educational games intended for the secondary school literary education. The aim was to introduce larp as a possible teaching method, anchored in the existing theoretical framework and the extension of its recognition. The theoretical part defines the position of literary education and educational games, explains the key term larp and describes the process of its creation. The focus of the thesis' practical part are five educational games ranging from 1 to 2 lessons and based in Czech literary works, are presented. The games are designed to encourage pupils to reading and for development of their reading literacy. The practical outcome of this thesis is a set of materials (methodological instructions for teachers and materials for pupils) necessary for the realization of these games in teaching of literature, which are contained in the annexes. In the end of the thesis, there are comments on individual games, which bring the characteristics of the game, outline the possibilities of its use in teaching and reflect on the process of creation and testing.

Studien undersöker hur fysisk gestaltning i pedagogiskt drama formas under ett lärotillfälle i skolmiljö. Studien använder sig av ett socialsemiotiskt synsätt och en multimodal ansats för att undersöka eleven som utövare av fysisk gestaltning. Fysisk gestaltning betraktas som ett medium och sammanhanget analyseras utifrån ett designteoretiskt perspektiv på lärande. Två grupper elever i 10 års-åldern har filmats och observerats. Resultaten visar att påverkan från regler i skolan, instruktioner och pedagogen beskriver elevernas formella design. Influenser från elevernas värderingar av fysiska egenskaper, teman från deras vardag, från styrande elever och från det sociala samspelet beskriver elevernas informella design. Design i fysisk gestaltning uppstår i kroppsliga uttryck, i tempo, i rum och i material. Formell design, informell design och mediet fysisk gestaltning samspelar i förklaringen av hur elever ordnar sin design i fysisk gestaltning och hur semiotiska resurser används och förändras i fysisk gestaltning. / This is an examination of how embodied communication transforms during a session of drama education set in a school environment. Social semiotics and multimodality are used in order to examine the students as users of embodied communication. Embodied communication is treated as a medium and the context is analyzed through a design theoretic perspective on learning. Two groups of 10 year old students have been video recorded and observed. The results show that the students’ formal process of designing embodied communication is influenced by existing rules in school, the teacher and the instructions. The informal process of designing embodied communication is affected by social interactions among students, student leaders, the students’ bodily values and themes from their everyday life. Embodied communication, and in part the designing of it, is described as an interaction between body expressions and the use of time, space and materials. How the students designs the embodied communication and how it transforms during the examined session is explained in combining the analytical themes ”formal design”, ”informal design” and ”embodied communication”.