scholarly journals Possibilities of theatrical pedagogy in solving problems of social sphere

2021 ◽  
Vol 98 ◽  
pp. 02008
Author(s):  
Hana Strejčková
Keyword(s):  
Art Education ◽  
Performing Arts ◽  
Leisure Activities ◽  
School Age ◽  
Drama Education ◽  
Drama In Education ◽  
The Czech Republic ◽  
Social Sphere ◽  
The Subject ◽  
Theatre Pedagogy

In my article I focus on the connection between the artistic and social spheres, the transcendence of art education into therapy and I will briefly mention the structure of art education with a focus on theatrical pedagogy in the Czech Republic. I divided the article into theatrical pedagogy in practice for younger school age, teenage and youth, adults and seniors, and the following areas: a) Theatrical pedagogy in the structure of the Czech educational system and as a part of leisure activities and Drama education as a subject for future teachers. In this part I shortly present what drama education / theatrical pedagogy in the Czech school system means and I draw the introduction on the studies and ideas of prof. Mgr. Jaroslav Provazník, who leads the Department of Drama in Education at the Academy of Performing Arts in Prague; b) The potential of nonverbal theatre techniques in communication with specific groups and theatre pedagogy in the context of integration and inclusion; c) Pedagogy of substitute subjects – performativity of objects. In this section I present a personal description of one five-year cycle with “object workshops” – drama education: empirical research, comparison, development of methodology of working with the subject in the context of drama education.

Drama, Education, and the Politics of Change: Part Two

1986 ◽  
Vol 2 (5) ◽  
pp. 16-25
Author(s):  
David Hornbrook
Keyword(s):  
Performing Arts ◽  
Current Practice ◽  
Further Education ◽  
Drama Education ◽  
Drama In Education ◽  
Educational Climate ◽  
The Subject ◽  
University Of Bristol ◽  
The University ◽  
The City

Following his analysis in NTQ 4 of the origins and effects of the ‘philosophy’ of drama-in-education which prevails in most schools. David Hornbrook here complements his critique with specific proposals for a positive future approach – building upon existing teaching strengths, but also giving the subject a greater curricular authority in the present educational climate, while correcting the ‘romantic fallacies’ from which current practice is too often derived. David Hornbrook has himself taught drama in a large comprehensive school, and is currently Head of Performing Arts at the City of Bath College of Further Education, and Special Lecturer in Drama in the University of Bristol.

Drama, Education, and the Politics of Change: Part One

1985 ◽  
Vol 1 (4) ◽  
pp. 346-358 ◽  
Author(s):  
David Hornbrook
Keyword(s):  
Performing Arts ◽  
Further Education ◽  
Drama Education ◽  
Drama In Education ◽  
The Subject ◽  
The 1960S ◽  
University Of Bristol ◽  
The University ◽  
The City ◽  
The Way

Drama-in-education is a subject – or a set of theories – which became an educational discipline almost by historical accident, and about which strong feelings can still be aroused. That the arguments are too often confined to educationalists is symptomatic of the way the problems raised have seldom been shared with or considered by people working in professional theatre – and this in turn reflects the way that the subject has tended to be taught, with the emphasis strongly on its ‘educational’ rather than its ‘theatrical’ potential. Back in 1973. David Clegg's article ‘The Dilemma of Drama in Education’, in TQ9, caused a briefly wider flurry of interest, and in the present article David Hornbrook also attempts to put the subject into a contemporary critical perspective, looking here at what children are supposed to ‘learn’ and ‘experience’ through drama, and in the second part of his article, to follow in NTQ 5, examining present and future prospects for the subject. A repertory actor in the 1960s. David Hornbrook has himself taught drama in a large comprehensive school, and is currently Head of Performing Arts at the City of Bath College of Further Education, and Special Lecturer in Drama in the University of Bristol.

Drama, Education, and Social Change: the Debate Continues, 1

1986 ◽  
Vol 2 (7) ◽  
pp. 283-283
Keyword(s):  
Social Change ◽  
Department Of Education ◽  
Drama Education ◽  
Drama In Education ◽  
History Of ◽  
The Subject ◽  
Education And Social Change ◽  
The University ◽  
Widespread Interest ◽  
Selection Of

David Hornbrook's articles in NTQ4 and 5 offered a challenging perspective to the history of drama in education, a critique of present practice and practitioners, and some positive proposals for the future place of the subject in the curriculum. These have provoked widespread interest, and we are now publishing a first selection of comments from fellow drama in education workers, and offering a welcome to further contributions in subsequent issues. These initial responses are from David Morton, adviser to the Leeds City Council's Department of Education; Jon Nixon, a research fellow in the Department of Education at the University of Sheffield; and Tony Graham. Head of Drama at Haverstock School, in the Inner London Education Authority's area.

scholarly journals Poetnographies: trieiros and alleys between Afro-Amerindian poetics and the artistic creation

2021 ◽  
Vol 11 (3) ◽  
Author(s):  
Renata de Lima Silva ◽  
Marlini Dorneles de Lima
Keyword(s):  
Art Education ◽  
Performance Studies ◽  
Performing Arts ◽  
Methodological Approach ◽  
Creative Work ◽  
Ethical Challenges ◽  
Artistic Creation ◽  
Popular Knowledge ◽  
The Subject

ABSTRACT In this essay, we intend to revisit the trieiros and alleys that led to the notions of poetnography and the lived field, with a methodological approach towards the creative work in performing arts. In the act of revisiting, we also seek to observe the developments, update and discuss the conceptual and ethical challenges involved in the work with popular knowledge and Afro-Amerindian poetics form a decolonial perspective. The discussion is based on the authors' own production on the subject, but flirts with Performance Studies. A poetnographic research is presented so, not only as an artistic result, but as a process that reveals otherness, reinforces or problematizes identities, constructs or reconstructs imagery, in an inseparable confluence between art, education and politics.

scholarly journals Secondary Socialization of Homeschoolers during the Covid-19 Pandemic

2021 ◽  
Vol 5 ◽  
pp. 141-156
Author(s):  
Václav Šimek ◽  
Albert Oláh ◽  
Kateřina Bočková
Keyword(s):  
Czech Republic ◽  
Full Text ◽  
Quantitative Research ◽  
School Attendance ◽  
Leisure Activities ◽  
School Age ◽  
The Czech Republic ◽  
Research Questions ◽  
The Difference ◽  
Individual Education

The presented article deals with the description of the socialization of basic school pupils, i.e. pupils in younger and middle school age, who fulfill the compulsory school attendance in the form of individual education (homeschooling) in the context of the legislation of the Czech Republic. In the context of fulfilling the article aim, we formulated three research questions, which were evaluated using quantitative research in the form of a questionnaire survey. The research confirmed that parents of homeschoolers significantly support their children in participating in organized leisure activities and are actively involved in mediating their child's contact with other children. In the comparison of the examined groups there were no significant differences in how the children perceive their friends, what their favorite activities are or how much time they spend with them. The difference was more noticeable in the parental approach in education, when setting some rules. This article can outline areas that can be further explored in more detail and compared in context. Doi: 10.28991/esj-2021-SPER-12 Full Text: PDF

scholarly journals Connecting Art Education Learning Tasks with the Artistic Field: The Factor of Quality in Art Lessons

2020 ◽  
Vol 10 (4) ◽  
pp. 33-54
Author(s):  
Petra Šobáňová ◽  
Jana Jiroutová
Keyword(s):  
Art Education ◽  
Personal Characteristics ◽  
Quality Factors ◽  
Conceptual Integration ◽  
The Czech Republic ◽  
Learning Tasks ◽  
The Subject ◽  
Context Of Learning ◽  
Parent Discipline

This theoretical study deals with interconnecting learning tasks of art education with the parent discipline of art education (that is, with the artistic field as defined by Pierre Bourdieu, 1996), while reflecting on the quality of art lessons in the Czech Republic. The authors draw on current theoretical and empirical research of quality that identifies individual quality factors. The most salient factors are the connection with the artistic field and the resulting ability of conceptual integration, together with curricular normativity, the intentional work of the teacher with educational content, characteristics of teaching such as the support of divergence, creative approaches, associativity, imagination, reflection, searching for intersections between pupils’ experience and the content of the subject, etc. The text also emphasises the fact that judgement on the quality of learning tasks should be based only on ontological-didactic and psychological-didactic aspects. The former relate to the cultural and artistic context of learning tasks, that is, the current values in the field of visual culture and the artistic field, while the latter consider the personal characteristics of each and every pupil.

Drama, Education, and Social Change: the Debate Continues, 2

1986 ◽  
Vol 2 (8) ◽  
pp. 369-369
Author(s):  
Keyword(s):  
School Of Education ◽  
Drama Education ◽  
Drama In Education ◽  
Senior Lecturer ◽  
Educational Drama ◽  
History Of ◽  
The Subject ◽  
Education And Social Change ◽  
The University ◽  
Selection Of

David Hornbrook's articles in NTQ 4 and 5 offered a challengig perspective to the history of drama-in-education. a critique of present practices and practitioners. and some positive proposals for the future place of the subject in the clrriculum. These provoked Widespread interest and we published in NTO 7 a first selection of comments. We now continue the debate with comments from Gavin Bolton, Who has published Widely on educational drama and is Head of Drama and in the School of Education of the University of Durham. and Warwick Dobson. Senior Lecturer in Drama at Bradord and llkley College.

Drama in Education Reaching Beyond the “Art Form or Teaching Tool” Dichotomy

2018 ◽  
Vol 5 (3) ◽  
pp. 70-77
Author(s):  
Irina Lešnik
Keyword(s):  
Elementary Education ◽  
Social Issues ◽  
Drama In Education ◽  
History Curriculum ◽  
Art Form ◽  
Creative Solutions ◽  
Theatre Pedagogy ◽  
Emotional Level

Abstract In the following article we try to re-evaluate, the place drama occupies in contemporary elementary education. By limiting the role of drama to literature studies and theatre productions, we lose a greater potential Theatre Pedagogy has to offer to a much broader educational spectrum. The participatory practices of Theatre and Drama in Education (TiE, DiE) promote active learning, based on a most organic children’s activity - play. While students co-create the fictional world of drama, teacher's guidance is crucial in setting new challenges, encouraging students to find creative solutions and reflect on often-complex social issues. Because of its art component, drama challenges the participants on a cognitive as well as emotional level, becoming a truly transformational experience. As such, Drama in Education is especially useful when approaching sensitive and controversial topics. This thesis is presented on a case study observing Year 6 students at St’ Michael’s CE Academy in Birmingham, UK, using Drama in Education method as part of History curriculum.

The Development of the Communication Skills of Individuals Living in Homes for People with Disabilities

2012 ◽  
Vol 2 (2) ◽  
pp. 56-70
Author(s):  
Petr Kopečný
Keyword(s):  
Czech Republic ◽  
Case Studies ◽  
Social Services ◽  
Communication Skills ◽  
Speech Therapy ◽  
People With Disabilities ◽  
Educational Support ◽  
The Czech Republic ◽  
The Subject ◽  
The Given

This paper concentrates on the area of special educational support provided to individuals living in homes for people with disabilities in the Czech Republic and presents partial research results illustrating the state of the provision of speech therapy to users of social services facilities falling under the jurisdiction of the Ministry of Labour and Social Affairs. The subject of the research is an analysis of support for the development of the communication skills of pupils living in social services facilities. The partial results of the research outline the approaches employed by the managerial staff of the given facilities in implementing special educational procedures, describe forms of speech therapy provision in homes for people with disabilities, and compare the attitudes of teachers and social services staff to the development of communication with the importance attributed to it by speech therapists and demonstrated by the case studies performed.

scholarly journals Research of the Disparities in the Process of Revitalization of Brownfields in Small Towns and Cities

2021 ◽  
Vol 13 (3) ◽  
pp. 1232
Author(s):  
Natalie Szeligova ◽  
Marek Teichmann ◽  
Frantisek Kuda
Keyword(s):  
Small Towns ◽  
The Czech Republic ◽  
Essential Step ◽  
Community Strength ◽  
Population Turnover ◽  
Subsequent Application ◽  
Level Of Knowledge ◽  
The Subject ◽  
Relevant Factors

The subject of the work is the research on relevant factors influencing participation in the success of brownfield revitalization, especially in the territory of small municipalities. Research has so far dealt with the issue of determining disparities in the municipalities of the Czech Republic, not excluding small municipalities, but their subsequent application has usually been presented in larger cities. The focus on smaller municipalities or cities was usually addressed only in general. The introduction provides an overview of theoretical knowledge in the field of brownfield revitalization. Defining the level of knowledge of the monitored issues is an essential step for the purposes of more effective determination of disparities. Disparities will be determined on the basis of information on localities that have been successfully revitalized. The identified disparities are then monitored in the territory of small municipalities. For the purposes of processing, it was determined that a small municipality or city is an area with a maximum of 5000 inhabitants. Using appropriately selected statistical methods, an overview of disparities and their weights is determined, which significantly affect the success of revitalization. In small municipalities, the issue of brownfields is not emphasized but, in terms of maintaining community strength and reducing population turnover, the reuse of brownfields is a crucial theme.

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