This paper arose from the course „Drama Techniques“ and treats the “Genres of Drama” as much as “Drama Games”, “Drama Pedagogy”, “Psychodramaturgics”, “Psychodrama” and “Instruments”. The focus is then put on “Protagonist-Centered Psychodrama” as well as on “Group-Centered Psychodrama”. For the English language an English example is next, followed by a final evaluation and the bibliography.
Table of Contents
GENRES OF DRAMA
DRAMA GAMES
DRAMA PEDAGOGY
PSYCHODRAMATURGICS
PSYCHODRAMA
INSTRUMENTS
PROTAGONIST-CENTERED PSYCHODRAMA
GROUP-CENTERED PSYCHODRAMA
ENGLISH EXAMPLE
FINALE
Objectives and Topics
The paper explores the application of drama techniques and psychodrama within educational settings, specifically focusing on foreign language instruction as a means to facilitate authentic expression and personal development.
- Theoretical foundations of drama games and pedagogy
- Core concepts and instruments of psychodrama (e.g., doubling, mirroring)
- Implementation phases: protagonist-centered vs. group-centered approaches
- The role of the teacher as a facilitator of emotional and linguistic growth
- Practical pedagogical recommendations for school environments
Excerpt from the Book
Protagonist-centered Psychodrama
Before undertaking a psychodrama, everybody in the group needs to distance himself from the outside world, necessarily concentrating on himself and discovering his own state of mind in order to be able to take things in or become more sensitive - towards the foreign language if the psychodrama is applied to a foreign language class. An exercise with the whole group follows, warming it up and preparing for the core exercise. In the initial warming-up phase, the first of altogether three phases, group members talk about their experiences. In due course, the protagonist, and thus a specific topic, need to be chosen. It is of utmost importance that a majority of the group supports this topic. What it means, is, that when suggestions of what to work on are made, they are possibly clarified in a matter of urgency and then result in the topic most of interest to the group.
In the second part of the warming-up phase, the director (in the following called 'teacher') tries to establish a better contact to the protagonist, who is speaking about his problem. Every now and then the teacher will interrupt him to explore certain aspects in more detail and to get a first impression, as well as work out what he already knows about the protagonist. Meanwhile the group prepares for the psychodrama. The phase ends with the selection of the members of the cast and the setting up of the stage.
Summary of Chapters
GENRES OF DRAMA: Provides an introduction to the educational value of drama and the categorization of various drama activities.
DRAMA GAMES: Discusses the necessity of drama games in education for building confidence, autonomy, and linguistic skills.
DRAMA PEDAGOGY: Explores the connection between theater techniques and language learning processes.
PSYCHODRAMATURGICS: Examines the educational implications and the transition from theater to pedagogical psychodrama.
PSYCHODRAMA: Defines the psychotherapeutic roots and the fundamental nature of the psychodrama method.
INSTRUMENTS: Details the essential techniques like doubling, mirroring, and the use of stage props.
PROTAGONIST-CENTERED PSYCHODRAMA: Outlines the three-phase structure of sessions focused on an individual's specific topic.
GROUP-CENTERED PSYCHODRAMA: Explains the approach to addressing collective conflicts and relationships within a group.
ENGLISH EXAMPLE: Offers a practical application scenario for implementing psychodrama in a classroom environment.
FINALE: Concludes with the distinction of monodrama and a tribute to the professional requirements of practitioners.
Keywords
Psychodrama, Drama Games, Drama Pedagogy, Foreign Language Teaching, Doubling, Mirroring, Protagonist, Role Play, Language Acquisition, Education, Emotional Intelligence, Social Training, Spontaneity, Classroom Management, Monodrama.
Frequently Asked Questions
What is the core subject of this academic paper?
The paper examines the educational integration of drama techniques and psychodrama methods, primarily focusing on how these approaches can be utilized within a school context, specifically for foreign language acquisition.
What are the primary themes discussed?
The main themes include the pedagogical benefits of "learning by doing," the structural phases of psychodrama sessions, and the psychological impact of role-playing on learners.
What is the primary objective of the work?
The primary goal is to demonstrate how teachers can use drama and psychodrama to create a supportive environment where students can overcome inhibitions and develop better communication skills in a foreign language.
Which scientific methodology is primarily referenced?
The paper draws upon the psychological theories of J.L. Moreno and contemporary drama pedagogy research to justify the application of theater-based techniques in an educational framework.
What is the focus of the main section of the paper?
The main section provides a detailed breakdown of psychodramatic instruments, the differentiation between protagonist-centered and group-centered approaches, and a hypothetical classroom application study.
Which keywords best characterize this research?
Key terms include Psychodrama, Drama Pedagogy, Language Acquisition, Doubling, Mirroring, and Emotional Development.
Why does the author recommend psychodrama primarily for older students?
The author argues that the psychological depth and the required time commitment of a two-hour session are more suitable for ninth-grade students and above, rather than younger children.
How does the author propose to handle potential conflicts like cheating during a lesson?
The author uses a specific classroom scenario to demonstrate how drama can transform a conflict—such as cheating—into a productive discussion through role-playing and active reflection on feelings and behavior.
- Quote paper
- Silke-Katrin Kunze (Author), 2001, The Psychodrama in Drama Pedagogy, Munich, GRIN Verlag, https://www.grin.com/document/15325
