This paper describes the development of a pre-school child, their relationship with their coevals and adults, acquire of social rules and gives a true picture of the main activity of a child of this age. It also deals with drama improvisation as a method of drama education. It deals with its goals, functions, sorting, models in detail and presents the needs of the pedagogue of drama education and their attitude to children. The text is completed with examples of games, plays and exercises focused on drama improvisation. A great part of the work deals with didactics of drama improvisation. It describes the sources of ideas, assignments of themes and topics, preparation, construction, leading, reflexion and evaluation of drama improvisation. It examines attitude, behaviour and action of a teacher during drama improvisation. It then describes the project and its kinds, project method and education, its advantages, problems and principles. The part of the work is a project focusing on drama improvisation which is carried out in praktice.

The target of the diploma thesis ?Methods and possibilities of drama education as a separate school subject at first degree of elementary school? is to find out what is teacher´s and pupil´s idea of drama education as a separate school subject, based on their opinions and available literature. The first part focuses on common opinion from literature which targets low-aged pupils. It points out drama education as a separate school subject, not as a method of teaching. The second part searches for ideas of teachers and pupils from the first degree of elementary school about drama education as a separate school subject, using questionnaire form at three different schools. The third part describes personal proposition of drama education as a separate school subject at first degree of elementary school, based on literature, evaluated questionnaires and personal experiences.

The diploma thesis focuses opening a world of drama education to a group of young learners who are unexperienced at DE. The theoretical part aims to prepare readers to understand a beginner class specifics same as working with aim planning for a particular group of students. In the practical part of the thesis I construct one semester plan of aims for concrete collective of students and assess if the plan was made appropriately, if the goals were achieved and what changes must have been done to adjust the plan to real conditions. Furthermore, the practical part offers tips of lessons and their reflections and it maps development of the study group. Overall aim of the thesis is to bring to a reader theoretical background of working with a DE class of beginners, plan of goals for concrete group and its fulfilling.

Over the course of the 2007/2008 school year, I visited three classrooms to investigate the effectiveness of Augusto Boal’s drama method, Image Theatre, with elementary-aged students. In Image Theatre, the practitioners and students use their bodies to create frozen images, which in turn become the focus of collaborative meaning- making. I applied the reflective practitioner methodology in my work as it allowed me to adapt to the rapidly altering situations that arise in elementary classrooms. Through reflecting on my interactions with students, I refined a set of teaching techniques that worked best to integrate Image Theatre into the classroom and ultimately into the curriculum. My research provides a qualitative analysis of the power of Image Theatre to foster student dialogue, develop empathic learning, and introduce conflict awareness techniques. My thesis highlights some specific exercises and theoretical frameworks that guided my work and produced the most effective results. The effects of applying Image Theatre to elementary-aged classrooms has not been extensively studied in the past and my research attempts to address this academic gap. It is my hope that future researchers will adapt my activities and further demonstrate the capacities of this theatre technique. Ultimately, I hope that Image Theatre methods can find a place in standard curricula. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

Presented thesis investigates the possibilities of art drama in the form of project teaching at elementary level of primary schools. The theoretical part characterises a child of a younger school age, types of communication in the classroom and the role of a teacher. It deals with methods and means of art and craft and drama lessons which interlace in the process of art drama. It defines the subject of artfiletics as a starting point of an alternative art process. The practical part describes in detailes individual parts of the project using technicques of art drama to understand symbolics and ceremoniality of folk traditions. Authentic experience of drama play or different physical action should motivate children to their own art creations. It sould be benficial to their aesthetic, personality and social development. KEYWORDS: Art drama, project teaching, folk traditions, symbolics, aesthetics perception, social and personality development

The master thesis deals with Drama-Based Science Teaching. The theoretical part of the work deals with the literature research on the topic. It presents basic information about dramatization methods, sets straight the record on some common misconceptions and categorizes dramatization methods. Furthermore the fundamental role of plays and simulations in the learning is discussed. Research also provides evidence that dramatization methods can be and should be included in science teaching. They are suitable e.g. for the implementation of key competencies and teaching of Cross-Curricular Subjects as defined by The Framework Educational Programme (for Secondary General Education). Finally, specific examples of dramatization methods are shown, and the benefits and pitfalls of these methods are discussed. Practical part describes a dramatization teaching material created by the author. The topic is alcohols with a focus on pupils' understanding the formation of methanol and ethanol and the difference between these two. This material was tested on the sample of about 150 high school pupils in Prague. There is also author's solution as well as several pupils' worksheets included. The impact of the activity on the pupils' knowledge was measured and evaluated. The shortcomings of the original version were...

Children learn through doing, and using drama in the elementary classroom gets children actively learning in all subjects (Wood, 2000). A large amount of research has been done on the benefits of incorporating drama into the classroom to enhance academic subjects. However, few teachers incorporate drama on a regular basis. The purpose of this project was to investigate the benefits and ways of incorporating drama into the traditional elementary school classroom, specifically intermediate elementary grades. The benefits of this were examined and the means to make incorporating drama possible for every teacher were explored. The outline of the thesis began with a section on the rationale for incorporating drama, focusing on the social and academic benefits for all children. This was followed by information on the basics of theatre and the description of activities that are considered a part of drama in' the classroom. The incorporation of drama in the specific subjects of language arts, mathematics, science, and social studies was covered along with sample lesson plans for each. The goal is that any teacher reading this thesis will gain some of the skills, information, and confidence needed to use drama in his or her elementary classroom.

Adolescents and teens are surrounded by a myriad of influences that affect how they see and present themselves. Contemporary communication for these young people frequently happens in an online forum through digital social media. The primary purpose of this master's thesis is to examine the affect of digital social media on adolescent and teen identity construction and perception of self and other. Further research was performed to identify how that identity can be expressed through theatrical performance. The first chapter is a review of current literature, theory and practice of those within the educational paradigm who are trying to incorporate media literacy skills into contemporary pedagogy. An action research project was formulated to create lesson plans that aid students in engaging critically with digital social media and then empowering them with the skills to access, analyze, evaluate and create that media. Students then use their findings in the creation of a devised theatre piece. Chapter Two discusses the methodology involved with the gathering of the data and the process of analysis using open coding. Chapter Three presents the findings and exhibits student work and Chapter Four analyzes the findings and presents a course for future study, research and use of the findings in the contemporary drama classroom.

In this essay, I examine whether the journal Drama Forum constitutes presupposed perceptions of people with intellectual disabilities. The aim is to examine the discourse of intellectual disability in the Swedish drama teacher’s industry magazine DramaForum. The method I use is discourse analysis and the approach is poststructuralist. The results are analyzed on the basis of Crip Theory, and three themes based on stereotypical assumptions. My conclusion is that Drama Forum visualize intellectual disabilities mostly from one of these themes. I analyze the parent discourse relation to underlying discourses and discuss its relationship to the social practice that is its origin. / I denna uppsats undersöker jag om tidskriften DramaForum konstituerar förgivet tagna uppfattningar av personer med intellektuell funktionsnedsättning. Syftet är att granska diskursen kring intellektuell funktionsnedsättning i de svenska dramapedagogernas branschtidskrift DramaForum. Den metod jag använder mig av är diskursanalys och ansatsen är poststrukturalistisk. Resultatet är analyserat med utgångspunkt i Crip Theory, och tre teman som bygger på stereotypa antaganden. Min slutsats är att DramaForum framställer intellektuell funktionsnedsättning till största del utifrån ett av dessa teman. Jag analyserarar den överordnade diskursens förhållande till underliggande diskurser samt diskuterar dess relation till den sociala praktik som är dess ursprung.

My diploma thesis deals with the implementation of drama education as a separate subject in the school system after 1990 and characterizes the transformation of schools, the changes in teacher training after 1990 and describes alternative schools that are important for changing the way of teaching in the school system. I also deal with the curriculum of the framework educational program, the characteristics of the school educational plan, drama education and small schools. In the practical part I describe the conditions for the implementation of drama education in the school curriculum of a small school and three ways how to implement this subject. As part of my work, I created a survey of parents' opinions and an interview with the principal to find out what the awareness of drama education is and whether there is an interest in it. I present the research results in the appendices. At the end of the thesis I summarized my research at a small school and the implementation of drama education in the school curriculum, it also contains a list of what is needed for such implementation and what was the result of my efforts at Kindergarden and Elementary school in Suchodol. KEYWORDS History of pedagogy, implementation of drama education, drama education, Framework education programme for elementary...