This diploma thesis deals with the ways of using the qualifications of a literary manager in the field of pedagogy and didactics, specifically while teaching at a secondary school called Waldorfské lyceum. In the first part the author deals with the characteristics of the two careers – as a literary manager and as a teacher, and defines the set of qualities that are necessary for these professions. Later he compares these two professions and seeks intersections and parallels between them and the parts they take in a theater environment and in a school environment respectively. In the next part he introduces the Waldorf education and its specifics with regards to the performing arts incorporated into the lessons, and analyses the drama poetics of Rudolf Steiner including his approach towards the manner of speech and the art of eurythmy. In the crucial third part of this thesis the author is describing his experiences as a teacher at the secondary school Waldorfské lyceum and looks into individual areas of his activities – projects of literary, performing, artistic and cultural character, particularly in relation to utilizing the qualitifations of a literary manager, obtained during the studies of Dramaturgy for Dramatic Theater on The Theater Academy of Performing Arts.

The doctoral dissertation named A word in a space (A scene solution and an audience experience of a drama) is a theoretical reflection of six productions I was involved as a director in the years from 2008 to 2013 Four of them are wrote by czech authors: Josef Topol: The End of Carnival, Josef Kajetán Tyl: Bloody Christening or Drahomíra and her sons, František Langer: Periphery, and Lenka Lagronová: From the dust of stars; and two plays are from authors abroad: Anton Pavlovich Chekhov: Ivanov and Pedro Calderón de la Barca: Them Constant Prince. The subject of this research is the relationship between internal theme of a playwright??s text and scene solution that specifies the audience reception. I assume here, that what wiever sees and hears creates for his perception ? perception connected with experiencing followed by imagining ? binding conditions.