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1
Merabet, Emma. „Décentrer l'humain sur les scènes contemporaines : mutations dramaturgiques et perspectives écopoétiques“. Electronic Thesis or Diss., Lyon 2, 2024. http://www.theses.fr/2024LYO20021.
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Repartant de la dénomination de « théâtre post-anthropocentrique » avancée par Hans-Thies Lehmann dans Le Théâtre postdramatique, cette étude vise à ébaucher une pensée théorique, scénique et dramaturgique d’un théâtre désanthropocentré. Elle s’adosse à un corpus d’œuvres théâtrales et chorégraphiques créées durant les deux décennies passées (Denis Marleau, Heiner Goebbels, Phia Ménard, Philippe Quesne, Pierre Meunier et Marguerite Bordat, Joris Mathieu, Tim Spooner, Jordi Galí, Vania Vaneau), qui toutes ont en commun de faire exister des éléments non-humains (matières, objets, machines…) comme des présences à part entière. Les analyses portent sur le renouvellement des registres de présence et des régimes d’action, et tendent à faire émerger la portée écologique de ces propositions scéniquesTaking as its starting point the term “post-anthropocentric theater” coined by Hans-Thies Lehmann in Le Théâtre postdramatique, the following study aims to delineate the key theoretical, scenic, and dramaturgical aspects of a de-anthropocentric theater. The study’s corpus includes theatrical and choreographic works created over the past two decades by a variety of artists (Denis Marleau, Heiner Goebbels, Phia Ménard, Philippe Quesne, Pierre Meunier and Marguerite Bordat, Joris Mathieu, Tim Spooner, Jordi Galí, Vania Vaneau); all united by their inclusion of non-human elements (materials, objects, machines, etc.) as autonomous scenic presences. The following analysis focuses on the renewal of registers of presence and regimes of action, and seeks to highlight the ecological significance of these scenic proposals
2
Habrychová, Koutová Hana. „Výtvarně-dramatické dílny“. Master's thesis, Akademie múzických umění v Praze.Divadelní fakulta. Knihovna, 2013. http://www.nusl.cz/ntk/nusl-156016.
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The art and drama workshop of this kind concentrates on older secondary school students aged from 15 ? 19. Its resources have been taken from several areas, which are as follows. Firstly it is a piece of literature, chosen according to the coming around topic in the lessons of the Czech language and literature in the appointed year. Secondly it is visual art, which appears here in two levels ? as inspiration taken from one particular period of history of art, identical with the literary work, and as creation itself , using specific art techniques (mostly of modern and contemporary art). Last but not least it exploits methods of drama education, that define basic arrangement of the whole workshop. One of the main objectives is to reduce crisis of fine art expression which becomes evident during the period of adolescence.
3
Moravec, Ondřej. „Kooperace v dramatické výchově“. Master's thesis, Akademie múzických umění v Praze. Divadelní fakulta AMU. Knihovna, 2006. http://www.nusl.cz/ntk/nusl-78704.
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This thesis deals with the issue of cooperation in drama education. The theoretical section presents characteristics of cooperation as well as of the conditions necessary for its efficiency, principles, methods and techniques of cooperative learning, cooperative skills and conduct in cooperative education. Its final part deals with the context of drama education and role playing. The research section is focused on analysis of individual drama education workshops and description of cooperation expressed within the given group of children. The research is based on twelve conducted workshops as well as the group realization of a children?s drama entitled The Beauty and the Beast.
4
Navrátilová, Anežka. „Reflexe v dramatické výchově“. Master's thesis, Akademie múzických umění v Praze.Divadelní fakulta. Knihovna, 2013. http://www.nusl.cz/ntk/nusl-172858.
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This Master`s thesis describes and extends knowledge about reflection in drama in education, providing a theoretical basis for a deliberate work with this pedagogical tool that streamlines the learning process and helps to transfer the experience.
The individual chapters describe the meaning of reflection, its importance, what it offers to the participants and the lecturer, what can be reflected, how and when reflection can be performed, the role of a question in reflection, and what are the factors affecting reflection.
Among other topics, the work also analyses the reflective part of five selected lessons of drama, offering a way to approach the analysis of reflection, and also verifies and enriches the already acquired knowledge.
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Ebelová, Lenka. „Význam pantomimy v dramatické výchově“. Master's thesis, Akademie múzických umění v Praze. Divadelní fakulta AMU. Knihovna, 2006. http://www.nusl.cz/ntk/nusl-78714.
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In this study I will try to explain the reasons for the pantomime to have its place in the education and formation activities through drama. What does it offer to the teachers and to the students? What goals can be achieved through pantomime? I created a methodology of the work through pantomimical and movement techniques and I would like to offer it for use. In the same time I also present a methodology and some procedures that I came into contact with during my interniship at the School of Arts in Utrecht, Netherlands.
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Borecká, Kateřina. „Dramatické aspekty řeckých mýtů: Médeia“. Master's thesis, Akademie múzických umění v Praze. Filmová a televizní fakulta AMU. Knihovna, 2009. http://www.nusl.cz/ntk/nusl-79154.
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What is the myth and what can we imagine in the term of mythological person? This is the main question of my work. In the first part of my work I am interested in summary of scientific theories of several disciplines and also in person of Medeia, which is main subject of my work. I am also interested in elaboration of person Medeia in literature because many motion pictures are inspired with literature. Beside I am interested in concrete movies. In these movies is main character mythological person Medeia, Medea, Lars von Trier, Medea, Pier Paolo Pasolini, Medee Miracle, Tonino de Bernardi, Náměstí Spasitele, Krzysztof Kreuze a Joanna Kosová-Krauzeová.
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Michlová, Kateřina. „Vztah hudební a dramatické výchovy“. Master's thesis, Akademie múzických umění v Praze.Divadelní fakulta. Knihovna, 2015. http://www.nusl.cz/ntk/nusl-202419.
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This thesis focuses on the relationship between music and drama education. The first is about finding common principles and contact point in both education fields. The second part is about music and drama education at elementary art schools and thus addresses the relationship between the field of music and literary drama at elementary art schools. The third and fourth part contain a research and explores the influence of drama education on the development of musical skills, skills in the area of interpretation, communication and relationships.
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Javořík, Viktor. „Tvorba komediální a dramatické postavy“. Master's thesis, Akademie múzických umění v Praze.Divadelní fakulta. Knihovna, 2017. http://www.nusl.cz/ntk/nusl-361713.
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The present thesis deals with the process of creating a comedy and drama character. The work is built upon comparing the similarities and differences of their creating. It is based on my previous acting experience and knowledge and skills acquired in the course of the training at the Theatre Faculty of the Academy of Performing Arts, during the rehearsals or final exams at the Department of Dramatic Theatre, or performances at professional theatres. I believe that I am a comedy actor, therefore I chose a topic which may help me sort out the approach to acting in general, but also realize my own capabilities, skills, obstacles and limits which affect the comedy and drama character creating process. I supported the thesis with specialised literature with which I was acquainted during the studies at university.
9
Vrzáčková, Blanka. „Koncepce dramatické výchovy na nižším gymnáziu“. Master's thesis, Akademie múzických umění v Praze. Divadelní fakulta AMU. Knihovna, 2008. http://www.nusl.cz/ntk/nusl-78182.
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The author of the present diploma thesis works as a drama and English teacher at a high school with students aged between 11 and 15 years old. It monitors the process of creating her own conception of drama education at the particular school with respect to the state curriculum. In the first part, the current position of drama education in the state curriculum and the possibility of involving drama as a regular school subject to the school curriculum are explored. The contribution of drama education to life skills development is further considered. In the following part, specific features of teenagers are presented. Their possible consequences to drama lessons are mentioned. These are followed by the part where a concrete school curriculum is introduced. The process of its development at the particular school is included. The core of the diploma thesis is the author's own conception of drama education which has become a part of the official curriculum of the above mentioned school. In this chapter, constituent elements of the document (characterization of the subject, expected goals of particular years, final products) are quoted and the author?s comments and proposals of evaluation are attached. In the part focused on realization a thematic plan for the first year is presented. Further, some rules and rituals used in drama lessons are described and their advantages explained. This chapter is concluded by a detailed description of lessons realized during the first term. At the end, the author summarizes her experience of both making and piloting the conception, derives some practical recommendations and mentions the tasks she is going to deal with in the future.
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Rosen, Josef. „Vyučování dějinám divadla technikami dramatické výchovy“. Master's thesis, Akademie múzických umění v Praze. Divadelní fakulta AMU. Knihovna, 2009. http://www.nusl.cz/ntk/nusl-79188.
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Purpose of thesis ?Teaching of Theatre History by Drama Techniques or Teaching of Drama by Drama? is to acquaint reader with possibilities of drama in education and class. It concerns roles of teacher during the teaching process with special focus on teacher of drama. The thesis further describes practical project based on teaching drama, which is useful for Czech language and literature lessons and also for development of theatrical thinking. Due to usage of a wide scale of methods the project is intended for pupils of basic school with minimal drama experience, but also for those who already work with drama. Plays used in the project were chosen to meet the basic elements of theatre which are conflict and drama. This thesis may be used as an inspiration for those teachers who want to deepen their own knowledge about the theater and also enrich their way of thinking and teaching.
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Stonová, Prančlová Hana. „Dramatické metody ve vyučování mediální výchovy“. Master's thesis, Akademie múzických umění v Praze. Divadelní fakulta AMU. Knihovna, 2011. http://www.nusl.cz/ntk/nusl-96650.
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The diploma thesis explores possibilities of using drama education methods in media education. The thesis is divided into two parts. The first one is theoretically focused on describing three areas ? media, media education and drama education. This part outlines in detail the terms mass media, media communication and media influence. It defines the media education as a cross-cutting topic and describes its scope and content. It lists principles, methods and the content of drama education and at the same time indicates why and how to use the methods of drama education in media education. The second part contains scripts and reviews of undertaken programs that focused on selected topics of media education. The scripts are supplemented with a brief description of respective media issues ? objective and balanced news coverage, media stereotypes and advertisement. The program scripts and reviews practically evaluate the functionality of using specific drama education methods in teaching.
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Blažková, Veronika. „Vzájemné propojování dramatické a výtvarné výchovy“. Master's thesis, Akademie múzických umění v Praze.Divadelní fakulta. Knihovna, 2016. http://www.nusl.cz/ntk/nusl-263167.
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The thesis is devoted to the topic of linking art and drama. This theme focuses on the practical verification of the functionality of the links in the preparatory year at the fine art school, which was implemented over two years. In the introductory part I am approaching the theoretical field of art education and its principles trying to find out its limits and define the relationship between visual art and the field of drama. The practical part describes the course of art-drama lessons inspired by three literary models. The thesis aims to provide a sample path that can help solve with support of dramatic education the weaknesses of fine arts.
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Německá, Eva. „Mravní výchova jako součást obsahu dramatické výchovy“. Master's thesis, Akademie múzických umění v Praze. Divadelní fakulta AMU. Knihovna, 2006. http://www.nusl.cz/ntk/nusl-78706.
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The diploma work is oriented on problems of ethical education associated with education of drama. It justifies and declares in which ways and why it is so important to integrate ethical education into the content of education of drama. It illustrates progress effectiveness of drama education in connection with moral development. It documents qualities of drama education towards gaining required competence in The General Educational Programme for the Primary Education. In the practical part it shows concrete draft of drama education lessons or units which aim is to support the moral development of children in the third, fourth and fifth year of primary education.
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Vitingerová, Pavla. „Svět Astrid Lindgrenové v kontextu dramatické výchovy“. Master's thesis, Akademie múzických umění v Praze. Divadelní fakulta AMU. Knihovna, 2009. http://www.nusl.cz/ntk/nusl-79184.
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The theses focuses on the works of Astrid Lindgren from the point of view of topics that can be used well in drama in education. The first chapter deals with inspiration sources which inspired Astrid Lindgren to choosing actual topics in her works. In the second, most extensive, chapter, Astrid Lindgren´s work is divided into themes. The particular subchapters are outlined in line with these topics. Each particular subchapter presents thematic grounds and their possible development in the framework of drama in education. The third chapter focuses on Astrid Lindgren´s relation to theatre for children, and her drama texts for children and youth. The aim of the theses is to provide an outline of Astrid Lingren´s work to teachers in drama in education, and to offer an insight in the potential development of the given themes in drama education.
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Osvaldová, Božena. „Cestou dramatické výchovy (nejen) k výtvarnému cíli“. Master's thesis, Akademie múzických umění v Praze.Divadelní fakulta. Knihovna, 2016. http://www.nusl.cz/ntk/nusl-253662.
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The presented thesis is looking at or searching different educational methods connected with drama and graphic art. The author is describing her own search and favours a variety of drama technique (activities) as a way of graphic art expressions. The first part of the thesis is including a description of her current theoretical findings, gained as an art teatcher as well as a wide overview of graphic art drama in general. Structural basis of the art and drama (the style of graphic art drama), which have been tested out in the practice sessions, are also well depicted. Some more possible pathways of graphic art and drama together are indicated as well, and their potential to resonate in the same time in the subconsciousness of this field.
Four visual drama art works are the main focus of the second part of her thesis. She has experience them together with her pupils during her work as art/drama teacher at Radotin Primery Art school of Klement Slavicky in Prague 5. It is a detail description “step by step” of each of her art-drama projects including a small reflection and feedback of each step. Final evaluation and reflection is included at the end of each drama project. The published four projects allow us to observe the authors change of perception and view on the educational approach. Every following art-drama unit offered an opportunity for growth and expended the authors spectrum of graphic art methods and drama techniques. Overall it has deepened her insight not only into the specific project, but the entire field of graphic art drama. Photo-documentation of several specific art presentations has been assigned to some of the tasks presented in the work as they were the result itself.
16
Zemanová, Jana. „Propojení environmentální a dramatické výchovy na střední škole“. Master's thesis, Akademie múzických umění v Praze. Divadelní fakulta AMU. Knihovna, 2010. http://www.nusl.cz/ntk/nusl-79475.
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My graduation thesis aims to monitor possibilities of how to connect teaching of two subjects at secondary grammar schools ? drama and environmental education. First part of the theses is a theoretic excursus to history, goals, meanings and common principles of both subjects. The following empirical part describes and interprets results of a research conducted among secondary grammar school teachers, whereof my goal was to prospect opinions and experience of the teachers about connection of the two subjects. In the last part, I offer several lesson plans using methods of drama for the purpose of exploring of some environmental topics. I have tested these lesson plans with secondary grammar school students and therefore I often show the reflection, give suggestions for improving and quote the students? work.
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Mecová, Lucie. „Využití metod dramatické výchovy pro rozvoj emoční inteligence“. Master's thesis, Akademie múzických umění v Praze.Divadelní fakulta. Knihovna, 2013. http://www.nusl.cz/ntk/nusl-172950.
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This thesis deals with the concept of emotional intelligence and its interactions with drama in education. Summarises knowledge of the theories of emotions and uses them to pedagogical work with a view of developing emotional intelligence.
The work is divided into four chapters. In the first chapter, entitled Emotional Intelligence, explains technical terms and concepts of emotional intelligence, the next chapter is the theory of emotions and their relation to drama education, the third chapter is the theory of emotions and the last chapter describes a specific design and implementation of educational program.
In addition to specific topics and situations leading to emotional development the thesis also provides specific experience and evaluation of teaching experiment.
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Zelená, Markéta. „Žánr fantasy jako východisko pro lekce dramatické výchovy“. Master's thesis, Akademie múzických umění v Praze.Divadelní fakulta. Knihovna, 2015. http://www.nusl.cz/ntk/nusl-202436.
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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.
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Hušek, Jan. „Překonávání hranic vlastního já při tvor bě postavy“. Master's thesis, Akademie múzických umění v Praze.Divadelní fakulta. Knihovna, 2012. http://www.nusl.cz/ntk/nusl-156051.
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By analyzing authors personal experience the thesis is exploring under which circumstances there is a need to go beyond actors own nature in order to create a theatrical character, and how creating a theatrical character helps to improve actors own personal qualities.
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Meduna, Jan. „Vytváření dramatické postavy a její proměny v průběhu repríz“. Master's thesis, Akademie múzických umění v Praze. Divadelní fakulta AMU. Knihovna, 2006. http://www.nusl.cz/ntk/nusl-78636.
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Korbelová, Lenka. „Dílo Josteina Gaardera amožnosti jeho využití v dramatické výchově“. Master's thesis, Akademie múzických umění v Praze. Divadelní fakulta AMU. Knihovna, 2009. http://www.nusl.cz/ntk/nusl-79185.
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The diploma thesis focuses on the production of contemporary Norwegian writer Jostein Gaarder and on the possibilities how to use his works in teaching dramatic art. The thesis offers an overview of common features, topics, motives and compositional principles prevailing in his books, as well as possible difficulties connected with the use of his books in dramatic art and theatre. It deals in detail with the books Hello? Is anybody here?, Through a glass, Darkly and The Orange Girl. This was a framework for the specification of chosen topics for internal lessons of dramatic education. The supplement contains examples of practical lessons inspired by a concrete book and prepared for a chosen group, as well as reflections related to particular lessons.
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Nečasová, Markéta. „Metody dramatické výchovy jako cesta k rozvoji dětského čtenářství“. Master's thesis, Akademie múzických umění v Praze. Divadelní fakulta AMU. Knihovna, 2010. http://www.nusl.cz/ntk/nusl-79477.
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The thesis concerns with the relationship between literacy and drama in education. The term literacy here means not only the ability to read but also the ability to perceive imaginativeness of fiction. The first part of the thesis surveys various aspects of literacy ? especially of children?s literacy. Next part analyzes ways how drama in education can be used to support children?s literacy. The final part describes an educational project for fourth grade (approx. 10 years-old) children, which aimed at supporting children?s literacy using methods of drama in education. Based on theoretical study of literacy and on experience from the practical project, the author concludes that drama in education is suitable for both strengthening children?s literacy competence and for motivation to read.
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Skuhrovcová, Alena. „Tělové vnímání v herecké pedagogice a v dramatické výchově“. Master's thesis, Akademie múzických umění v Praze.Divadelní fakulta. Knihovna, 2012. http://www.nusl.cz/ntk/nusl-155937.
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This thesis describes what the body perception is, how it works, and how it is used in acting. Further the thesis deals with possibilities of development of body perception through drama in education. How is possible to develop the body perception through drama in education. The inspiration is taken from the work of Michail Chekhov and Jerzy Grotowski. .
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Soukupová, Kateřina. „Využití metod dramatické výchovy v projektu Rande je hra“. Master's thesis, Akademie múzických umění v Praze.Divadelní fakulta. Knihovna, 2015. http://www.nusl.cz/ntk/nusl-202438.
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The thesis describes the benefits and possibilities of using drama methods in the context of dating events. In the theoretical part compares the behavior of animals and people in the process of courtship, briefly introduces history of dating , the phenomenon of "singles" and deals with today's possibilities of dating. Further looks into the adult education in context with drama education to a general level of communication. The practical part describes the genesis process of authorial project " Dating is a game " and presents an example of three programs which were realized as a dating event for singles by using dramatic methods.
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Gažáková, Eva. „Socializační potenciál dramatické výchovy při práci s romskou minoritou“. Doctoral thesis, Akademie múzických umění v Praze.Divadelní fakulta. Knihovna, 2017. http://www.nusl.cz/ntk/nusl-371622.
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The doctoral dissertation presents socialization potential of drama education and the possibilities for its use when working with the Roma minority in the Czech republic. First, the theoretical framework is set by defining the terms individual identity, ethnical identity, socialization, paratheatrical systems. After that the discipline drama is presented and an explanation is given as to how socialization potential is anchored in the discipline through its goal, content and methods
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Stojčevski, Dragan. „Specifické případy prostorotvorné funkce dramatické osoby Ch. Marlowa: Dr. Faust“. Master's thesis, Akademie múzických umění v Praze. Divadelní fakulta AMU. Knihovna, 2006. http://www.nusl.cz/ntk/nusl-78668.
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In this thesis, I am trying to answer the question of what space-creatingfunction does a dramatic person carry. I an searching for ways in whichset-design creates space, especially specific environments, by the meansof a living actor. I limited the presented examples to my personal experience with dramatictheatre. The possibilities (not only of the box theatre) are explained onthe examples of A.P. Chekhovś The Cherry Orchard, Shakespeareś Midsummer Nightś Dream and are further analyzed on the example of thefunction of the chorus in Christopher Marloweś The Tragic History of Dr. Faustus. The core of the thesis consists of the scenographic study of this play. The presentation also includes the Faust performance that was shown onthe Third International Biennale Vestiges of Industry 2005 in Kladno and is described in the end.
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Lažanová, Michaela. „Uplatnění metod dramatické výchovy při výuce češtiny jako cizího jazyka“. Master's thesis, Akademie múzických umění v Praze. Divadelní fakulta AMU. Knihovna, 2010. http://www.nusl.cz/ntk/nusl-79473.
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This thesis describes possible method of teaching Czech as a foreign language through drama in education. It explores personal experience with a group of students of the language school ?Jeviště? and expresses the structure of a Czech course for foreigners and their final theatre performance.
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Suchý, Jiří. „Herecká interpretace a spolupráce s režisérem při vytváření dramatické postavy“. Master's thesis, Akademie múzických umění v Praze. Divadelní fakulta AMU. Knihovna, 2011. http://www.nusl.cz/ntk/nusl-96877.
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The thesis focuses on life of student who is after three years of studies at DAMU finally entering the last part which is practise. He´s observing development of actor´s comprehension from the first steps at the theatre DISK. He´s writting about obtained information and theoretical skills and how they implant during the work on role. Above all, the target of thesis is the interpretation of theatre roles and the influence of actor´s psyche during the work, it means ? searching of peace of mind and equilibration of outer pressure. Last but not least, the thesis gives look at the work with several directors, reveals their working process not with student´s subjective evaluation but with objective and sensible name.
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Kubišta, Adam. „Hra“. Master's thesis, Akademie múzických umění v Praze.Divadelní fakulta. Knihovna, 2012. http://www.nusl.cz/ntk/nusl-156053.
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In this work I ask myself one basic question: "How came to, that from infantile plays I reached the acting in theater?" I follow the progress in playing games and in playing itself from childhood along puberty to full age. I compare two parallel progresses. One of them is the way of sport games and the second one is the way of mimetic plays. It brings much more questions. I try to find answers for them in moments, eyewinks that got stuck in my memory for their - sometimes clear, sometimes veiled - plea. Simultaneously I look at the playing games/plays from view of already known theories. Next to this, I try to see also something besides.
I entitle here the similarities and differences between playing in theater and sport games. Major part of the text is related to my own experience with support of already published works for related themes.
In the end I give a summary of knowledge that this work has brought to me. On the basis of it I try to find out, how to play.
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Moučka, Michal. „Mořic Štíflů, Kníže Myškin, Michal Moučka, F.M. Dostojevskij, Frank Wedekind“. Master's thesis, Akademie múzických umění v Praze.Divadelní fakulta. Knihovna, 2013. http://www.nusl.cz/ntk/nusl-172893.
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In my diploma work I describe my own experiences and emocions of me like an actor during playing two theather roles on stage. Fist of them is Moritz Stiefel from drama Spring awakening. These part I rehearse in theatre Komorní scéna Aréna in Ostrava. Second part, wchich I am speaking of is Prince Myshkin, wchich I play in Theatre Petra Bezruče in town of Ostrava too. Because of the fact, that my real life has very comon moments with these two men I include to my diploma work fragments from my own liwing. In last two chapters I write brief facts about F.M. Dostojevskij and about Frank Wedekind.
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Škrétová, Kateřina. „Využití dramatické výchovy ve výuce občanské výchovy na 2. stupni ZŠ“. Master's thesis, Akademie múzických umění v Praze. Divadelní fakulta AMU. Knihovna, 2007. http://www.nusl.cz/ntk/nusl-78707.
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Thesis dissertates about the particular possibilities how to use the methods of dramatic education in teaching social sciences in 2nd grade in elementary school. It describes state-of-the-art in dramatic education, briefly informs about its methods and techniques, and also about another effective forms of the education that can be used in teaching social sciences. In practical part the review of the subjects suitable to be processed using the methods of dramatic education is suggested. It comprises several detailed analyzed lessons additionally.
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Vaněk, Tomáš. „Herecká stylizace a charakterizace ve vztahu k žánru dramatického textu“. Master's thesis, Akademie múzických umění v Praze.Divadelní fakulta. Knihovna, 2014. http://www.nusl.cz/ntk/nusl-177776.
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My thesis discusses not only an influence of dramatic genres and styles on the actor during creation of character and its performance, but also it is about options and differences in the acting stylisation, its understanding and theoretical overview.
It is expressed here through my own experiences with examples of my work from my study on DAMU, my previous and following works in praxis.
I'm trying to express my own opinion on styling actor in the genre, based on my experiences and I'm trying to figure out, how the experiences affected or could affect my creation.
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Čelebič, Vuk. „Herec a postava“. Master's thesis, Akademie múzických umění v Praze.Divadelní fakulta. Knihovna, 2013. http://www.nusl.cz/ntk/nusl-261141.
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This work is dedicated mainly to the findings about character and acting as well as about myself, which I have gained during the rehearsing of the character Neschastlivtsev in Alexander Nikolayevich Ostrovsky´s play The Forest. This work not only describes the rehearsals of this play from Neschastlivtsev´s view, but also presents other examples of a director´s work and an actor´s interpretation, both from rehearsing before the boarding of the alumni class and from the following outside-of-school acting experiences.I have tried to define the method of my work on this play and on this concrete character; this method may resemble other methods on many other characters in some way. However, Neschastlivtsev is a very unconventional character - maybe because he is an actor himself, which makes him more approachable to the performer. He is a timeless and rare character as well; that is also one of the themes that I have covered in my work
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Švecová, Hedvika. „Čínský mýtus Opičí král jako literární předloha pro práci v dramatické výchově“. Master's thesis, Akademie múzických umění v Praze. Divadelní fakulta AMU. Knihovna, 2010. http://www.nusl.cz/ntk/nusl-79474.
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This diploma paper seeks a path linking the myth of the Chinese Monkey King and drama in education. The first chapter deals with some aspects of the use of literature and some of drama in education issues. It seeks topics and opportunities of myth as a literary master across the age groups. The following section is devoted to the myth itself and its history. It heads towards the myth of China with its specific areas, which are closely related to the Monkey King myth. The next chapter describes and evaluates the project - for students of third and fourth grade of secondary school - which tried to mediate issues of the Chinese Monkey King myth by means of drama in education methods. Based on the study of myth and the experience to the project, the author concludes that The Monkey King myth is a good literary master for the drama in education.
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Šebesta, Jakub. „Řešení agresivity žáků I. stupně ZŠ prostřednictvím pohádky a metod dramatické výchovy“. Master's thesis, Akademie múzických umění v Praze. Divadelní fakulta AMU. Knihovna, 2011. http://www.nusl.cz/ntk/nusl-96643.
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My thesis deals with the use of a fairy tale and methods of dramatic education when controlling children's aggressiveness at elementary school. In the theoretical part I characterize following phenomenon: aggression, aggressiveness, fairy tale, role play and improvisation. In the practical part of my thesis I deal with the realized project that is grounded on the methods of dramatic education. There are also scripts of individual lessons and their evaluation.
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Svobodová, Barbora. „Pedagogické kompetence u absolventů hereckých studijních oborů na pozici uičitele dramatické výchovy“. Master's thesis, Akademie múzických umění v Praze.Divadelní fakulta. Knihovna, 2016. http://www.nusl.cz/ntk/nusl-263165.
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The thesis presents information about pedagogic competence of teacher of drama in education. Explores which abilities, knowledge and skills use the teacher during planinig, realizacion and reflection of lesson. The empirical part is focused on the observation of work of selected teachers, who graduate acting field of study. I analyze their work and interpret their competences.
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Černodrinská, Sandra. „Herectví, prožívání a vliv vnějších impulzů na tvorbu postavy“. Master's thesis, Akademie múzických umění v Praze.Divadelní fakulta. Knihovna, 2017. http://www.nusl.cz/ntk/nusl-354705.
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My thesis is entitled Acting, living through and the influence of external inspiration while working on the role. In my work i concenrate particurarly on my beginnings at DAMU, as so as on the progression during the studies and my profesional opportunities. This thesis is mainly self – reflection trying to answer following question: External inspiration or living throug? Can we clearly define these therms and separate one from each other? Is it valid for every situation? I am describing what is while working on the role the most important for me and why. I choose the most interesting experiences from the acting lessons at DAMU, from the school theatre Disk or other theatres.
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Hypšová, Kristýna. „Publicistika formou dramatické tvorby“. Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-321555.
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This work deals with the concept of theatricality in media and with the usage of media content in theatre. The task is to find out the possibilities of journalism by means of theatre work and at the same time to describe the representation of theatricality in media. The methodology was made on the basis of the combination of semiotic and content analysis. The work also introduces the knowledge of theatre studies in the environment of media studies. The theatre is used as an example when during the reproduction of the communication all the participants know the fact that it is an interpretation. Similar approach is used for media contents. Also the terms actor's character and dramatic character helped to distinguish the real persons represented in media from their media image. The audience often does not realize this difference and accept the offered interpretation from the media and media image of the public life persons as a part of their understanding of public affairs. Dramatic situations are made up in the news service and the goal is to attract attention of viewers and readers. The composition of such situations produced by media is similar to the ones in dramatic art.
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Klosová, Markéta. „Dramatické dílo Jana Amose Komenského“. Doctoral thesis, 2013. http://www.nusl.cz/ntk/nusl-322932.
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Markéta Klosová Dramatic works by John Amos Comenius (abstract of the thesis) Submittcd thesis analyzcs IOdramatíc works writtcn by Comcnius from the point of view of both historical events and practicc of Centra! Europcan lheatre (especially of school type) of 16'11 and !7'11 ccnturics. firstlhe work discusscs lhc dramatic picccs pcrformcd in so called "gymnasium" in Lcszno, tbc inlroduction of which occurrcd in 1635. First documented pcrfonnances (since 1639) took placc just during thc Comcnius' rectorship. Dramatic pieces, being performcd in l.cszno in 17' 11 ccntury, followcd and wcrc in fl!ll compliance with conlemporary trcnds. Protestant picccs (bcing wrillcn cspccially in German and Latin) bccamc a sourcc oť inspiration i(Jr tbcir authors. llowever, they did not stand aloof from subjects, typical for Jesuit pbywrights. Comcnius' picccs Diogencs Cyniurs rcdivi\'11.\' (pcri(Jrmcd in 1640. issued in 1658) and Ahrahamus palriarch (pcrf(mned in 1641. issucd in 1661 /1662) took placc in Lcszno. as well. As for Diogencs. a part ol" rcsearchers cmphasizc humorous adaplation as well as choosing a peculiar antic topic. Tbc othcrs spcculatc ovcr lirct. why author choose jusl this philosophcr: cynicism is fealurccl with absolutc disallowing social convenlíons including the propcnsity for publicly donc...
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Stejskalová, Zuzana. „Čínská pohádka metodami dramatické výchovy“. Master's thesis, 2009. http://www.nusl.cz/ntk/nusl-275512.
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The diploma thesis focuses on fairy tales, and its division, explains a sense of fairy tales for the children, which themes and characters the fairy tales offers. The thesis focuses on specifics of the Chinese fairy tale and how it is possible to take in the book " Peak ofteaspon" thanks to dramatic's methods. A part of the thesis is also the analysis of the literature text in dramatically- educational terms. Within the framework of the project are used Chinese fairy tales and its ways of use in dramatic-educational lessons. The project is considering, how it is possible to transfer the contents of fairy tales to the child's experiences and , how to use already processed themes. The practical part of the thesis includes a description of the project with a reflection.
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Česnohlídková, Barbora. „Poetika dramatické tvorby Mary Zalite“. Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-306556.
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The first chapter of the thesis presents Mary Zālīte's personality. The next chapter deals with sources of inspirational works. Here are the figures mentioned by name, that affected the author so much, that their legacy is in her work very noticeable. The following chapter examines and also analyzes the author's poetry, which has features in common with her drama. Another chapter has been focused on the Zālīte's drama, particularly the poetic drama, where the author's analysis in the form of plays and librettos found connection between, that were typical for the authors motives. These analyses were also helpful in the creation of the last chapter of the thesis, which explores the poetic drama M. Zālīte's Margaret. Based on a detailed analysis of the play Margaret was performed comparing the modern play with the Goethe's classic work Faust, which revealed a number of common elements but also innovations of the author.
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Kozlová, Jana. „Využití portfolia v dramatické výchově“. Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-329742.
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I divided my thesis "The usage of portfolios in drama classes " into two parts. The first part of my thesis is theoretical and it deals with different types of portfolios and rates the usage of them in different drama classes. I tried to see the portfolios from the user's point of view. The whole collection of portfolios is a valuable tool that reflects the personality and social development of my students. It allows the observation of a student's attitude and value development. The list of methods and techniques can be found in my thesis, and can be used to plan lessons with the planned portfolio's output. The second part of my thesis shows illustrations of practical drama class lessons and the worksheets that can be used as a basis for future portfolios. The lesson samples contain methods, and information about the realization and reflection of the lessons as well. My thesis contains samples from the children enriched with worksheet evaluations.
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Malá, Klára. „Vývoj vzdělávání učitelů dramatické výchovy“. Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-337328.
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The thesis charts development of drama education, related changes in education system, specific forms and possibilities of drama teachers education. It focuses more detailed on the period from the 60th of the 20th century (the beginning of constitution the field of drama education) to the end of the nineties (changes related with the establishment of drama education at universities). The development is divided into six periods by significant changes in the developent of drama teachers education. The thesis follows drama teachers' education system transformations, describes education courses and seminars (their aims, contents, forms, methods, etc.), outlines the possibilities of education of drama teachers today. Powered by TCPDF (www.tcpdf.org)
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Robovská, Nikola. „Prevence šikany pomocí metod dramatické výchovy“. Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-379399.
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My thesis is focused on prevention of bullying using dramatic-educational methods. The theoretical part is the base for the practical part. It allows a deeper insight into this topic. Thanks to the practical part, we can deeper understand the essence of the concept of bullying. Moreover, revealing the main features and forms will can better reveal it in the future. It shows who creates it, who is the actor of bullying. Also who leads it for what reasons and causes. It also deals with the consequences of bullying. Further, the theoretical part deals with diagnostics and prevention of bullying. We should not forget to name the chapter which brings us closer to the "environment" of dramatic education because it forms a base for the practical part. Another basis of the work is the creation of the project which is aimed at implementation of structured drama that is focused on prevention of bullying using methods of dramatic education. Another part of the practical part is a questionnaire which represents teacher's points of view on used methods of dramatic education as an effective prevention of bullying. In the end, we can find out which pitfalls as well as advantages brought this project I have made and how did it went. KEYWORDS bullying, prevention, drama education, methods of drama education,...
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Čechvala, Jakub. „Dramatické uchopení mýtu: tradice, manipulace, interpretace“. Doctoral thesis, 2013. http://www.nusl.cz/ntk/nusl-322544.
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This dissertation is focused on problems of interpretation of the Greek tragedy. This issue is pursued on the general level by means of examples of several chosen interpretative strategies as well as on a more practical and concrete level by analysis of a particular tragic work, namely Iphigenia in Tauris of Euripides. The introductory chapter defines the tragedy - within the original context - as a part and another manifestation of what is today depicted as a song or performance culture. In contrast to this performative setting of the tragedy stands an Aristotelian underestimation of the theatrical level in favour of reading. This contrast, in a sense, initiated a crucial critical problem which still continues in the present time. After an outline of important changes in modern scholarship on Greek tragedy, which took place mainly under the influence of growing interest in theory during the late 1960s, the first chapter deals with a critical analysis of three interpretative approaches to Greek tragedy: literary close reading, religiousritualistic close reading and performance criticism. The literary close reading and performance criticism are analyzed on the basis of their approach to a "text - theatre" relationship. In the case of religious-ritualistic close reading the ways it interprets tragedian's use...
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Rauchová, Petra. „České svátky prostřednictvím metod dramatické výchovy“. Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-411689.
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The diploma thesis is focused on Czech folk feasts. They are introduced to pupils by using methods of drama education. The thesis is divided into theoretical part and practical part. The theoretical part contains the characteristic of drama education and its methods, purposes and principles. In the theoretical part there is also an explanation of Czech folk and non-traditional feasts. The theoretical part also allows interior view into drama education methods czech feasts. These feasts are part of "Man and his world", which is part educational program for elementary school. In the practical part there is written five individual lessons, which were realized in the third year of elementary school. Each lesson is focused for specific czech feast. These lessons support communication, cooperation and individual abilities of all pupils. Beacause of that children absorb basic methods of drama education. I tried to create these lessons for every teacher, even if drama it's not their topic. The practical part also includes my results and elaborated suggestions for further lessons. These results describe pupil's progress and evaluation. The practical part includes a description of my own action research as well. The action research is followed by its evaluation and questionnaire survey as to how the methods...
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Mrázová, Kateřina. „Cesta k literatuře prostředky dramatické výchovy“. Master's thesis, 2006. http://www.nusl.cz/ntk/nusl-266044.
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Z různých teorií o úloze dramatické výchovy jako metody při vyučování nejen na uměleckých, ale na základních školách vůbec, vyplývá, že by mohla být úspěšně použita při výuce. Úkolem této práce bylo její metody vyzkoušet v praxi a zjistit, zda je opravdu možné cíle, jež si klade primární škola v rámci výuky a výchovy k literatuře, skutečně naplnit, navíc formou, která je pro děti zábavná, atraktivní. Nebylo jednoduché používat prostředky dramatické výchovy jako cesty k literatuře stejným způsobem, jako například na základních uměleckých školách, kde vzhledem ke specifickému zaměření dramatického oboru má učitel snadnější možnosti. Na základních školách přece jen učitel musí lépe zvažovat, s jakými konkrétními metodami a prostředky může zacházet vzhledem k náročnosti metod tohoto oboru (například na čas, který práce s prostředky dramatické výchovy vyžadují, na potřebu většího prostoru než jaký bývá obvykle ve třídách i vzhledem k vyšším počtům žáků).
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Kočová, Martina. „Postavení dramatické výchovy v současném vzdělávání“. Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-340550.
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This Diploma Thesis researches the position of drama education at a first level at elementary schools in Prague and Central Bohemia. The Diploma Thesis is divided into two parts. The theoretical part describes the overall drama education, its principles, methods, objectives, content, and its representation in the Framework educational program. The practical part inquires answers to research questions by questionnaire survey, observation and interviews. It deals with the degree of integration of drama education into the teaching process, confirming of methods application and techniques of drama education in the tuition and indicate positive and limiting factors in the application of drama education in the tuition. Keywords drama education, elementary school, Framework educational program, School educational program, methods of drama education
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DOČKALOVÁ, Zuzana. „Srovnání dramatické výchovy na ZUŠ a ZŠ“. Master's thesis, 2010. http://www.nusl.cz/ntk/nusl-50095.
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My graduation theses are comparing the drama education at basic and art schools in different towns and regions. The first part is dealing with different approaches to drama education from the aspect of different authors. The second part is about comparing drama education at basic schools and art schools. A questioner that reveals different approaches at different schools for both children and teachers and is added.
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Dušková, Helena. „Výtvarně dramatické pojetí VV na 1.st.ZŠ“. Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-307930.
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Presented thesis investigates the possibilities of art drama in the form of project teaching at elementary level of primary schools. The theoretical part characterises a child of a younger school age, types of communication in the classroom and the role of a teacher. It deals with methods and means of art and craft and drama lessons which interlace in the process of art drama. It defines the subject of artfiletics as a starting point of an alternative art process. The practical part describes in detailes individual parts of the project using technicques of art drama to understand symbolics and ceremoniality of folk traditions. Authentic experience of drama play or different physical action should motivate children to their own art creations. It sould be benficial to their aesthetic, personality and social development. KEYWORDS: Art drama, project teaching, folk traditions, symbolics, aesthetics perception, social and personality development