Syllabus
Syllabus of the course: 1. Introduction to the given problems, introduction to basic games and exercises, introduction to systems of training games and exercises 2.
Games and Exercises - Game, Exercise, Typology of Preparatory Games and Practice, Planning, Frame Utilization, Speech Development, and Communication 3. Games and exercises on warming up, relaxing, relaxing, getting to know and building a group 4. Games and exercises to perceive and master space, perceptions of a partner and group. 5.
Games and exercises to develop sensory perception, to develop a rhythmic feeling 6. Work with larger thematic units, work with children's literature
Annotation
This course is focused on the personality-aesthetic development of the students, the strengthening of the mutual empathy in the group, the deepening of the ability to perceive the given space, work with it and in it.
Emphasis is also placed on the development of imagination and fantasy as the basis of dramatic and non-dramatic creative games.
Various types of real and imaginary incentives are used as motivating incentives for dramatic plays and improvisation.
Learning outcomes of the course:
The course is designed in such a way that the students have the opportunity to acquaint themselves with the basic methods and methods of drama education, especially with preparatory games and exercises.
At the first meetings, the content of the course focuses on games and exercises that develop empathy, group perception, communication skills, perception and orientation in space, sensory perception.
Other sessions are devoted to the work of the literary masterpiece and its elaboration through the methods and techniques of drama education, on the current themes of students' life, on social topics and on art.
All games and exercises are introduced to students as part of larger, thematic units such as:
Seasons, Nature, Animal Hero / Theme: Courage, Otherness /, Work with daily needs articles with the transition to the world of fiction, Age / Literary art / Sisterhood.
Each student becomes an active participant in these games and exercises.
Experiential and working ways of work are complemented by reflections and theoretical inputs.