DRAMA as a means of COMMUNICATION and Establishing EMPHATY

Rating: 3/51 users

DRAMA as a means of COMMUNICATION and Establishing EMPHATY


Course Duration: 5 days
Course Fee: 350€
DRAMA AS A MEANS OF COMMUNICATION AND ESTABLISHING EMPHATY
Drama as a valuable form of communication provides learners (students) with an opportunity to work together cooperatively on a shared life. It gives students the change to express themselves more effectively in everyday situations. In other words; drama encourages learners to learn how to influence others and how to put themselves in other people's shoes. It is thought to have educational value. Some people claim that trying to be in someone else's shoes and to imagine in certain situations gives a physical, visual and immediate experience or discussing the same things.
Drama in education reflects a shift from an over-emphasis on informational content to a more balanced inclusion of attention to the processing of ideas. As Postman (1990, 5) noted in a keynote speech to drama educators, cultural literacy won't suffice without a framework of meaning, "a life-enhancing story," in which facts may be rationally coordinated.
Drama is not as concerned with the learning of theatre-skills, or production, as it is with the construction of imagined experience. Drama creates dramatic situations to be explored by the participants, inviting them to find out more about the process of how the situation comes into being, to shift perspectives in the here and now, identify and sometimes solve problems and deepen our understanding of them. The focus is on process: it is a social activity that relies on many voices and perspectives, and on role-taking; that focuses on task rather than individual interests; and that enables participants to see with new eyes. Drama is more concerned with providing the student with lived-through experience, with the enactive moment, rather than with performing the rehearsed moment. It moves along an educational continuum that embraces many forms, from simple role play that is very close to student’s play to fully-structured sharing (including showing); but the focus remains on identifying opportunities for learning and how to organize these.
How Role Playing Fosters Consciousness
Role playing generates a postmodern type of thinking because it involves interaction rather than position, and the shifting among several points of view rather than a reliance on linear reasoning. The role concept, too, is a very practical tool for thinking and communicating about problematic situations (Blatner, 1991).
Developing Psychological Resilience
An essential element in effective problem solving in our postmodern era is a degree of mental flexibility, especially regarding a capacity to relinquish one's cherished (yet possibly obsolete or irrelevant) beliefs. Our present culture overvalues the association of self-esteem and the illusion of "being right," and conversely, finding oneself in error has been an occasion for humiliation, or as they say in psychodynamic psychiatry, "narcissistic wounding."

Objectives of the Course
• Defining the role of drama in education
• Understanding the importance of drama
• Designing lessons focusing on drama activities
• Developing pedagogical activities based on drama
• Evaluating intercultural education
• Discussing core drama competencies

Learning Outcomes
All the participants will:
• Define the role of drama in education
• Understand the importance of drama
• Discuss the forms of drama
• State the importance of drama in education and at schools
• Classify the education drama into two groups: learning through drama and envisaging drama
• Understand the common characteristics of using drama in education
• Work on models for dramatic action
• Clarify the advantages of using drama as a method of education
• Analyze the current situation in Drama in schools
• Get the recommendations
Methodology
• Working in groups cooperatively
• Identifying interactive activities fostering drama
• Applying drama skills based on techniques and ideas for teaching drama
• Brainstorming
Target Group
• All kind of teachers, trainers, educators, school administrators, etc.
Preparation
Before the course,
• A detailed pre-course questionnaire to indicate their level of experience, teaching backgrounds and training will be completed by participants.
• They will also prepare a presentation to reflect their own teaching method.
Validation
• A course participation certificate will be given to all participants.
• A Europass Mobility Certificates will be given to each of the participants.

Course organiser
Anatolia Eğitim ve Danışmanlık
Location
Barcelona, Spain


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Upcoming sessions

25.01.2021 > 29.01.2021 (ID: 119112)
24.05.2021 > 28.05.2021 (ID: 119111)

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Attended 20.01.2020 - 24.01.2020

Course was organised i two shifts, morning from 09:00 to 13:00 and in the afternoons from 13:30 till 17:30. We signed up for this course because our project is connected with teaching drama in preschool and how to work through drama with children who have special needs. Our expectations was that we are going to learn more about theatre drama, some role play games for children. Course was oriented on how to deal with imigrants and refuges much older than our target group. Although activities were very interesting, and they are usable for children with minor disabilities or without any. We are sorry that we couldn't visit any kindergarten in Barcelona, but we visited school, and we had presentation of Catalan school system , and how it works. During that visit we was introduced how preschool is organised in Catalunya. Transport form Barcelona to school that was outside of town was not included in price of course but visit was planned and it was in program that we got few days before the course. After all, all compliments to our course leaders, they made this course pleasant and valuable.

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Organiser

Anatolia Eğitim ve Danışmanlık
Anatolia Eğitim ve Danışmanlık
Rating: 4/520 users

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