This thesis focuses on the genre of fantasy and its potential as a resource in drama education, exploring it both theoretically on basis of academic sources as well as practically by means of several self-constructed individual lesson plans aimed at internal group development. These lesson plans are based on three works of fiction: J. R. R. Tolkien's The Hobbit, or There and Back Again, J. K. Rowling's Harry Potter series and N. Gaiman's Stardust. All of the drama lessons presented in the paper are graded according to their target participants' age, difficulty levels of the drama methods they comprise and/or degree of the particular lesson's interconnectedness with the original story. Additionally, each of the lessons is written with different objectives in mind, focusing predominantly on aims within the scope of drama education and personal and social education, as well as those of literature study. The lesson plans were implemented in drama lessons with elementary school pupils of varying ages (6-14 years) and evaluated in the form of detailed written reflections.

Diploma work engaged game and upbringing, if is there interconnection and continuity. In this work are three main chapter. First chapter apply upbringing. Then follow second charter about game. Third charter´s name is "Upbringing like process and upbringing like game".

To find out how Children´s homes are able to prepare their children for their own future life was the aim of my work. If they manage to shape such situations in which they can be. I have understood after a dialogue with social worker that the children come back to their family no matter the family is. Only few of them want to cut loose. There were some dialogues with people who spent most part of their life in Children´s home. Which problem did they have. Who helped them. It has been found out that two from three respondents have had problem with money, they can´t plan it for a month. Another girl after leaving has had a problem to find a job.

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To bring up and educate any person means to guide him/her to understand basic notions o f what a man can be and what is his/her mission. Such orientation towards being (existence) as an "active a ltern ativ e" implies orientation in constitutive values o f humanity based on which we create our attitude towards the world. My PhD Thesis named "Axiological Dimension in Education and U p b r in g in g " is focused on raising questions and developing arguments in the following area: which values and objectives should become the priority in education and upbringing o f the early 2 1 st century. There is one o f the core documents which tries to specify the above issues, e.g. the Report " Learning is Hidden W e a lth " elaborated by the UNESCO International Com m issio n - the "Education for the 21st c e n tu r y " headed by Jacques Delors. The four basic pillars are "to learn to co g n iz e " , " to learn to act" , "to learn to live to g e th e r " and "to learn to b e" and point out the necessity of philo sophical reflexion. They are linked with the basic philosophical questions postulated by Kant: " What can I k n o w ? " , "What can I do" , "What can I hope f o r? " and "What is a human being like?" Powered by TCPDF (www.tcpdf.org)

The main goal of this work is to create a sample training for movement education teachers that educate non – dancer performers from the field of new circus. The created training is inspired by the principles of modern dancing techniques of José Limón and Martha Graham. The work focuses on movement education of amateurs, but it may serve as an inspiration in education of professional artists.

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The aim of this work is to apply a rite of passage into the drama lessons through fairy tales. The work is divided into six chapters. In them it explains the basic concepts of ritual, rite of passage, their individual parts, meanings of initiation rituals in search of identity in adolescence period, common features than relates magical fairy tales with rituals. These features are applied to particular fairy tales and incorporated into the process of drama education lessons in specific scenarios.

Pressented master´s thesis reflects a personal quest of voice pedagogy for dance pedagogues titled: Voice education for dance pedagogues. It derives from a drill based artistic evvironment and it deliberately branches off to a path towards vocal expression being discovered primarily through human needs. The author presents a belief, the cornerstone of any pedagogical work with a "fragile" human being is an environment of mutual trust and confidence, which only can offer a safe place and enough space for rehearsing. It is this perspective the thesis is being processed and deliberately presented. The quest of authorial approach towards the student the author had undergone represents a paralel to the existential form she had captured in previous bachelor?s thesis under the title: Author´s existence, or a path from a stage to children´s playgrounds.

This Master?s Thesis shows the personal view on a pedagocical theme which is The Poetry in pedagogy. It results from the author?s experience in this field and her idea is to link poetry and pedagogy together. The author submits that the poetry takes a very important part in preschool children?s development. Children in general have a great understanding of rhythm in rymes and it is a way of learning. The author speaks about the rhythm as an important point which should help in children?s development and creativity. The author mentions the importance of understanding of children?s world, avoiding orders and strict rules, mutual trust, partnership and helping them to feel confident. That is why she wants to apply poetry in pedagogy as one of the main points in children?s education.