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In this course, we are going to explore some basic ways of using dramatic playing and performance in the language classroom. Through reading and through direct experience, we are going to extend our awareness of the potential of drama-based techniques in teaching English at lower-secondary and secondary school. The main points of focus are improvisation, working with written texts, and process drama. At the end of the course, participants will present short scenes from existing plays or other dramatic works of art.
Last update: Müller Dočkalová Barbora, Mgr. (08.09.2024)
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The aim of the course is to help students develop basic skills in drama education with an emphasis on the use of drama in English language teaching. Students will gain a fundamental overview of the possibilities and benefits of drama-based educationsl techniques for developing communicative competence in a foreign language. They will verify, apply, and further develop this knowledge through practical experience. Last update: Müller Dočkalová Barbora, Mgr. (19.09.2024)
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Práce se studijními materiály: 20 hodin Plnění průběžných úkolů: 10 hodin Seminární práce: 15 hodin Příprava na zápočet: 25 hodin Last update: Müller Dočkalová Barbora, Mgr. (10.09.2023)
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- Attendance (no more than 2 missed classes), active participation - Completing all week to week assignments - Thorough reading of an assigned chapter/article/book, creating an overview for the other participants - Rehearsing a short scripted scene and performing it in class (in groups) - Creating/finding a drama-based activity or writing a short script/scene focused on a specific language point Last update: Müller Dočkalová Barbora, Mgr. (10.09.2023)
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Obligatory: BILBROUGH, Nick. Dialogue activities: exploring spoken interaction in the language class. Cambridge: Cambridge University Press, 2007. Cambridge handbooks for language teachers. ISBN 9780521689519. LADOUSSE, Gillian Porter. Role play. Oxford: Oxford University Press, 1989. Resource books for teachers. ISBN 019437095X. MALEY, Alan, DUFF, Alan. Drama techniques in language learning: a resource book of communication activities for language teachers. Cambridge: Cambridge University Press, 1991. Cambridge handbooks for language teachers. ISBN 0521288681. Recommended: KAO, Shin-Mei, O'NEILL, Cecily. Words into worlds: learning a second language through process drama. Stamford, Conn.: Ablex, c1998. ISBN 1567503691. Scenario, http://scenario.ucc.ie Last update: Müller Dočkalová Barbora, Mgr. (10.09.2023)
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The place of drama and theatre in foreign language teaching. Improvisation in the English classroom. Working with pre-scripted dialogues Staging a play. Basic acting and directing skills. Teacher in role. Last update: Müller Dočkalová Barbora, Mgr. (10.09.2023)
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The student will explain, based on theory, the benefits of using drama in education and specifically in foreign language teaching. The student will familiarize themselves with a chosen publication on the topic of using drama and theatre in foreign language teaching, assess its contribution to the context of ELT in the Czech Republic, and provide a summary of the key points in written form for their colleagues. The student will respond to summaries created by their colleagues and identify their contribution to their own future work. The student will become familiar with the basic principles of theatrical improvisation and apply them in activities aimed at developing communicative competence in English. The student will be able to explain the concept of "process drama" and describe an example of a process drama lesson suitable for foreign language teaching. The student will create their own activity using drama-based educational techniques or write their own dialogue for ELT purposes, or adapt an existing drama-based activity for ELT purposes. They will describe it clearly, include sources, and formulate its language teaching aims. They will discuss activities created by their colleagues, evaluate their advantages and disadvantages, and propose further improvements. The student will apply basic acting skills during the presentation of a short scene, including voice projection techniques, gesture use, stage movement coordination, and effective storytelling. They will analyze their own performances and those of their colleagues, identifying areas for improvement through self-reflection and feedback. Last update: Müller Dočkalová Barbora, Mgr. (19.09.2024)
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