Made available in DSpace on 2014-06-11T19:26:01Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-09-18Bitstream added on 2014-06-13T20:53:54Z : No. of bitstreams: 1 more_acc_me_prud.pdf: 511005 bytes, checksum: 826baf9d5d49896829d6867074cf079f (MD5) / Vinculada a linha de pesquisa: “Práticas educativas na formação de professores”, esta pesquisa originou-se da experiência pessoal da autora como atriz e docente formadora de professores no curso de Pedagogia em Dracena, São Paulo. Como objetivo geral desta pesquisa, apresenta-se: lançar um olhar para a formação de professores no curso de Pedagogia e que são habilitados a ensinar Artes na Educação Infantil e primeiros ciclos do Ensino Fundamental. Como objetivos específicos, a pesquisa demonstra: A consolidação o ensino de Artes, no Brasil, ao longo da História, as diversas concepções de ensino de Artes encontradas na realidade brasileira, identifica as concepções de educação estética apresentadas por L. S. Vigotski e, finalmente: Investiga através de um estudo de caso a inter-relação entre as concepções de ensino de Artes presentes na educação brasileira e as categorias de educação estáticas para Vigotski. / This research is linked to the main field: “Educative practices in teacher’s training” and is the outcome of the author´s personal experience as an actress and as a professor in a college in Dracena. São Paulo .The main purpose of this research is to face the teachers training in a graduation course of Education where they are prepared to teach Arts in Primary School environment. As specific goals it demonstrates: how Art teaching has been built in Brazil, along history, the various conceptions of Art teaching found in brazilian scholar reality, identifies the aesthetic education concepts presented by L. S. Vigotski and, finally: investigates, trough a miner prospecting, the relation between the Art education concepts found in brazilian scholar environment and those categories given by Vigotski.

Orientador: Gilza maria Zahuy Garms / Banca: Stela Miller / Banca: Renata Junqueira de Souza / Resumo: Vinculada a linha de pesquisa: "Práticas educativas na formação de professores", esta pesquisa originou-se da experiência pessoal da autora como atriz e docente formadora de professores no curso de Pedagogia em Dracena, São Paulo. Como objetivo geral desta pesquisa, apresenta-se: lançar um olhar para a formação de professores no curso de Pedagogia e que são habilitados a ensinar Artes na Educação Infantil e primeiros ciclos do Ensino Fundamental. Como objetivos específicos, a pesquisa demonstra: A consolidação o ensino de Artes, no Brasil, ao longo da História, as diversas concepções de ensino de Artes encontradas na realidade brasileira, identifica as concepções de educação estética apresentadas por L. S. Vigotski e, finalmente: Investiga através de um estudo de caso a inter-relação entre as concepções de ensino de Artes presentes na educação brasileira e as categorias de educação estáticas para Vigotski. / Abstract: This research is linked to the main field: "Educative practices in teacher's training" and is the outcome of the author's personal experience as an actress and as a professor in a college in Dracena. São Paulo .The main purpose of this research is to face the teachers training in a graduation course of Education where they are prepared to teach Arts in Primary School environment. As specific goals it demonstrates: how Art teaching has been built in Brazil, along history, the various conceptions of Art teaching found in brazilian scholar reality, identifies the aesthetic education concepts presented by L. S. Vigotski and, finally: investigates, trough a miner prospecting, the relation between the Art education concepts found in brazilian scholar environment and those categories given by Vigotski. / Mestre

Thesis (MA)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: Critical theory forms part of the foundation of the South African school curriculum. The development of critical thinking is part of the general aims of the curriculum. This study will investigate the possibility of developing critical thinking through the use of drama as a teaching method in the subject Life Orientation in the further education and training phase (FET) Grades 10-12. This problem statement will be researched through a quantitative literature study. The school curriculum underwent a transformation since 1994 from a content- and teacher driven curriculum to an experience- and student centred approach to teaching. New subjects were also included in the curriculum such as Life Orientation. There are, however, various implementation problems with regards to Life Orientation. These implementation problems can mainly be attributed to the insufficient in- and pre service training that teachers receive and their inability to use progressive teaching methods. The Life Orientation curriculum does, however, provide opportunity for the development of critical thinking skills. The concept of critical theory will be investigated as philosophical and theoretical basis for this study. The influence of critical theory on the critical pedagogy of Freire will be discussed to show the relationship between education and critical theory. Furthermore, the influence of critical theory on the development of Brecht’s Epic theatre will also be investigated. Finally, a definition for critical thinking will be put forward, after which the question whether critical thinking is developed through the school curriculum will be investigated. Different approaches to drama as a teaching method is briefly discussed. Dorothy Heathcoat’s approach to drama in education is chosen as a focus for this study as she uses drama as a teaching method to teach subject content and to develop thinking skills through reflection. Heathcote uses Brecht’s Epic theatre techniques to alienate the students in order for them to critically reflect on the content that is being taught. Process drama is a more accessible approach to drama in education, but it uses the same core elements namely improvisation, role-play and reflection. Process drama consists of an improvised role-play where the class collectively takes part and the teacher-in-role steers the educational experience through questions that leads to reflection. It is during this reflection that critical thinking is developed. Process drama can be used to teach the content of Life Orientation and develop critical thinking. It, however, requires the teacher to be the director, actor, writer, teacher and self-audience. During the planning of the process drama lesson the teacher also has to follow a certain process where the theme, contexts, roles, dramatic focus, tension elements and signs for the lesson is identified. To illustrate how drama as a teaching method can be used in Life Orientation, three lesson plans are provided. / AFRIKAANSE OPSOMMING: Kritiese teorie vorm deel van die grondbeginsels waarop die Suid-Afrikaanse skoolkurrikulum gebou is. Kritiese denke en die ontwikkeling daarvan is ook deel van die algemene doelstellings van die kurrikulum. Hierdie studie ondersoek die moontlikheid of kritiese denke bevorder kan word deur drama as onderrigmetode te gebruik binne die vak Lewensoriëntering in die verdere onderwys en opleidingsbaan (VOO) Grade 10-12. Daar sal van ’n kwalitatiewe navorsingsbenadering gebruik gemaak word om die probleemstelling te ondersoek in die vorm van ’n literatuurstudie. Die skoolkurrikulum het sedert 1994 getransformeer vanaf ’n inhouds-, onderwysergedrewe kurrikulum, na ’n ervaringsleer- en leerdergesentreerde benadering tot onderwys. Daar is ook nuwe vakke toegevoeg tot die kurrikulum, soos Lewensoriëntering. Daar is egter heelwat implementeringsprobleme met Lewensoriëntering en dit kan grotendeels toegeskryf word aan die swak in- en prediensopleiding wat onderwysers ontvang en hulle onvermoë om progressiewe onderrigmetodes te gebruik. Die Lewensoriëntering kurrikulum leen hom egter daartoe om kritiese denke te . As filosofiese en teoretiese basis vir die ondersoek word kritiese teorie omskryf. Die invloed van kritiese teorie op die kritiese pedagogie van Freire word bespreek om die verband tussen onderwys en kritiese teorie aan te dui. Die invloed wat kritiese teorie gehad het op die ontwikkeling van Brecht se Epiese teater word ondersoek. Daarna word kritiese denke gedefinieer en word daar ondersoek ingestel of kritiese denke deur die skoolkurrikulum ontwikkel word. Verskillende benaderings tot drama as ’n onderrigmetode word kortliks bespreek, waarna Dorothy Heathcote se benadering tot drama-in-die-onderwys as fokus vir die studie bepaal word, omdat sy drama as ’n onderrigmetode aanwend om vakinhoud te onderrig en denkprosesse te ontwikkel deur refleksie. Heathcote gebruik Brecht se Epiese teater-tegnieke om die leerders te vervreem en krities te laat reflekteer oor die inhoud wat onderrig word. Prosesdrama is ’n toegankliker vorm van Heathcote se benadering tot drama-in-die-onderwys, maar dit gebruik dieselfde kernelemente soos improvisasie, rolspel en refleksie. Prosesdrama bestaan uit geïmproviseerde rolspel waartydens die klas kollektief deelneem en die onderwyser-in-rol die leerervaring stuur en vrae aan die leerders stel wat hulle lei in refleksie. Dis tydens hierdie refleksie wat kritiese denke bevorder word. Prosesdrama kan gebruik word om die inhoud van die vak Lewensoriëntering te onderrig en kritiese denke te ontwikkel. Dit vereis wel dat die onderwyser die regisseur, akteur, skrywer, onderwyser en selftoeskouer word. Tydens die beplanning van ’n prosesdramales, moet die onderwyser ’n proses volg waar hy/sy moet besluit wat die tema, konteks, rolle, dramatiese fokus, spanningselemente en tekens gaan wees wat tydens die les gebruik gaan word. Om te illustreer hoe drama as onderrigmetode aangewend kan word binne die vak Lewensoriëntering, word drie lesplanne opgestel en bespreek.

在臺灣，教授高中英語聽講課的老師常要苦思尋索如何選用教材與方法以引起學生的學習動機。研究者發現一些老師偶爾會在課堂中運用戲劇技巧，例如角色扮演以誘發學生的學習興趣。是以引發研究者的研究動機：嘗試應用一套有系統、有效又完整的「戲劇教學法」順利推進課程。 是以，研究者採用國立政治大學英國語文學系教師研究團隊在政大實小所進行的英語戲劇教學模式，在英語聽講課進行一學期的實驗教學行動研究。亟盼透過本研究成果提供不熟悉戲劇教學或擔心戲劇教學費時的英語教師們，一種非傳統式的英語聽講課。 本研究採質性研究，研究對象為32名高中一年級學生，研究者依上述教學研究模式設計15週的教學活動，研究資料採集研究者的上課觀察、錄影、學生回饋單、三份問卷、學生公演錄影及後測，加以分析整理出研究結果。 研究結果發現97%的學生喜歡此種戲劇實驗教學，特別是經過戲劇教學中劇本創作和不斷的演練、.及公演，學生的學習動機、語言能力、創造力及其它技能如布景服裝設計也因而增進。而此種課程可融合「語言教學」、「多元智慧」及「合作學習」等教學方法，提升學生的學習動機及語言能力，並可激發學生在戲劇表演及英語表達應用上的創造力。值得推廣。 / In Taiwan, English listening and speaking classes often trouble many English teachers with having to choose proper teaching materials or class activities to motivate students. The researcher observed some current teachers occasionally used some dramatic techniques, such as role play to elevate students’ interest. This motivated the present researcher to employ a more comprehensive and systematic drama teaching strategy in this course. Therefore, the researcher applied the model that was conducted in National Chengchi University Experimental Elementary School by a team of researchers at the English Department of the National Chengchi University to do this experimental drama teaching. The present research aims to provide the English teachers who are not good at drama teaching or view drama teaching as time consuming with a favorable, non-traditional method in the listening and speaking course. The participants included in this research were 32 students of the 10th grade. The researcher designed a 15-week course activities based on the NCCU model. A qualitative research method was utilized in this research. Data from the researcher’s observation, videotaping, students’ reflection, three questionnaires, students’ work, the formal performance videotaping and a post test were collected and analyzed to assess the effects of this action research. The findings indicated 97% of students liked this experimental drama teaching. Especially, through script creation, rehearsals and the formal performance, students’ learning motivation, four skills of language learning, creativity and other skills such as property and costume designs, were elevated. This course can integrate language learning, multiple intelligence theory, and cooperative learning theories to motivate and strengthen students’ proficiency and creativity in using English as a second language. Drama teaching in listening and speaking course is worthy of recommendation. .

Magister Commercii - MCom / This thesis reports on my investigation into undergraduate students' knowledge of financial literacy (FL) and explores ways of improving their FL by using and experimenting with alternative Financial Literacy Education (FLE) methods and techniques. In attempting this, I report on the educational interventions that I attempted. These are critical literacy approaches that included drama teaching techniques that formed part of a praxis approach to FLE. Low levels of financial literacy are of great concern in South Africa because South Africans have high rates of debt which the researcher asserts are an indication of misconceptions, misunderstanding, and also a lack of financial literacy. South Africa needs to have undergraduate students that are financially literate who apply critical reasoning to make critical financial decisions.

This qualitative case study explores the experiences of adolescent boys and their female teacher in two single sex drama classrooms over a two year period. It has been influenced by sociological and educational frames of knowledge with a specific emphasis on gender studies. Driven by the work of Biddulph (1995), Bly (1990), Pollack (1999), Hawkes (2001), Hartman (1999), Connell (1995,1996) and Kenway (1997), this research is ideologically grounded in theories that investigate the areas of masculinity, boys' education and drama practice. It takes as its pivotal focus the notion that educationally, adolescent boys are facing complex and troubled times and that a reassessment of the way boys are taught in schools is crucial. Additionally, the role and influence of the female teacher in the single sex boys' classroom was significant, providing an essential backdrop for investigating the classroom experiences of the boys. In the area of educational drama, research into adolescent boys and classroom drama is still unfolding.This thesis contributes to knowledge in this area and reveals the important benefits and potential that educational drama holds for empowering young males to explore their own masculine identities and understand their world with clarity and insight. Data collected during this research forms the basis of a narrative journey shared between the reader and the researcher. The research is heavily grounded in the ethnographic tradition of 'telling stories' from the field - stories which reveal the authentic lived experiences of the participants. Part of the greater story told here includes that of the researcher and documents some of the more notable challenges and highlights of working in the field over an extended time frame. Specifically, the research addresses the following questions: What benefits do adolescent boys perceive they gain from doing drama? How do adolescent boys communicate with each other in the drama classroom? How do adolescent boys approach drama work in their classroom? How do they perceive their own experiences and relationships in a single-sex drama classroom? What role does their female teacher play in their experiences in the drama classroom? The research revealed a number of important considerations for the fields ofsociology, gender studies and education. Amongst some of the major findings was the potential of drama to break down stereotypical notions associated with masculinity and boys' abilities to excel in area such as the Arts. The enjoyment and fulfillment that the boys felt they gained from participating in drama resulted in a heathlier classroom environment characterised by a greater tolerance and understanding of each boy's individual masculinity. It was also revealed that the presence of a female drama teacher was considered an advantage, granting the boys access to a field of knowledge and feeling that was different to their 'male ways of knowing.' Additionally, for the field of drama, the research revealed that the value of solid planning, a defined understanding of contemporary drama practice and implementing learning experiences carefully and thoughtfully grounded in the lives of the students, cannot be underestimated as essential components of effective drama teaching.

In a changing society new training goals and tasks are suggesting for school. In this context specific interest of linguistic and literary training arises. While implementing training goals and tasks, it is recommended to choose active training methods and ways which motivate students’ activity, learning motivation and collaboration. The methods should prompt the students to create, assess, find, and explain things individually. One of the means in the literature lessons are dramatic teaching. The training through art is as a tool, used for implementation to reach other goals. The problem in our work is which dramatic training ways should be used in the lesson while teaching to understand literary word better? The object of our work is literary text understanding abilities and dramatic teaching methods of 7th grade students of comprehensive school. Hypothesis of work seems likely that using of dramatic teaching methods in literature lessons of 7th grade students help to comprehend literary. The aim of our work is to determine the efficiency using dramatic teaching methods in literature lesson while developing better literary text understanding abilities. The literature analysis has proved that it is expedient to use dramatic training methods in literature lesson. It is essential to consider the age and abilities of the students as well as the aims of the lesson, the theme and content. The age of 7th grade students corresponds to the young teenager’s age. They become... [to full text]