Diverse approaches to drama education

Dramski odgoj predstavlja vrlo važan aspekt u radu i djelovanju odgojno-obrazovnih ustanova, a najjednostavnije se može definirati kao oblik učenja i poučavanja kroz dramsko iskustvo. Dramski odgoj ne razvija samo dramsku darovitost, već doprinosi i razvijanju osjećajnosti, govornih sposobnosti, komunikacijskih vještina, mašte, kreativnosti, formiranju stavova, te razvijanju društvene svijesti, pritom se služeći dramskim izrazom kao vlastitim oblikom izražavanja kojim se stvarni ili izmišljeni događaji, bića, pojave, predmeti i odnosi predstavljaju putem odigranih uloga i situacija. Postoji niz dramskih metoda koje se u bilo kojoj vrsti odgojno-obrazovnog procesa primjenjuju različitim dramskim igrama, vježbama i tehnikama, a njihov osnovni cilj je edukacija kroz zabavu. Najvažniji pristupi dramskom odgoju su dramska igra, procesna drama, te forum kazalište. U radu se koristila kvantitativna metoda anketnog upitnika u kojem je sudjelovalo 25 odgojitelja/ica zaposlenih u predškolskim ustanovama na području zadarske županije, u dječjem vrtiću Sunce. Cilj istraživanja bio je ispitati zastupljenost svakog od navedenih pristupa dramskom odgoju u navedenim ustanovama, način na koji se svaki od dramskih pristupa primjenjuje u praksi ustanove, te koliko su djeca zainteresirana i uključena u iste. Rezultati istraživanja pokazali su kako je osnovni oblik provođenja dramskog odgoja u predškolskim ustanovama dramska igra, ali da je dramski odgoj u istima još uvijek nažalost nedovoljno zastupljen. Najčešće korištene dramske igre su govorne igre, kao i igre snalaženja i kretanja u zamišljenom prostoru. Djeca su vrlo zainteresirana za dramske igre, organiziraju ih uz pomoć odgojitelja, a u istima sudjeluju i kao glumci, i kao publika, te se trude poštivati pravila dramske igre, kao i uloge koje im dodijeli odgojitelj ili druga djeca. Procesna drama i forum kazalište su u daleko manjoj mjeri zastupljeni u predškolskim ustanovama, te se u pravilu koriste vrlo rijetko (forum kazalište), ili ponekad (procesna drama). Kako bi se navedena statistika promijenila, potrebna je veća angažiranost odgojitelja, te usmjeravanje njihovog interesa prema dramskom odgoju, kao i njegovoj primjeni među djecom u predškolskim ustanovama.Drama education is a very important aspect in the work and activities of educational institutions, but most simply be defined as a form of learning and teaching through drama experience. Drama education does not develop only dramatic talent, but also contributes to the development of sensitivity, language skills, communication skills, imagination, creativity, forming attitudes, and developing social awareness, pushing up using dramatic expression as their own form of expression which real or fictional events, beings, phenomena, objects and relations are played through the role and situation. There are a number of dramatic methods that are in any type of educational process applied various theater games, exercises and techniques, and their main goal is to educate through entertainment. The most important approaches to drama education are dramatic play, the procedural drama and forum theater. The paper used the quantitative method of questionnaire, which involved 25 educators employees in preschool institutions in Zadar County, kindergarten''Sunce''. The present study was to investigate the prevalence of each of these approaches drama education in these institutions, the way in which each of dramatic approach is applied in practice, institutions, and how the children interested and involved in the same. The results showed that the basic form of implementation of drama education in preschool dramatic play, but that drama education therein still unfortunately under-represented. The most commonly used drama acting as voice games, as well as games of orientation and movement in an imaginary space. Children are very interested in plays, organize them with the help of educators, and to them and participate as actors and as audience, and are trying to respect the rules of plays, as well as the role assigned to them by trainer or other children. Procedural drama and forum theater are far less represented in pre-school institutions, and are usually used very rarely (forum theater) or sometimes (procedural drama). Provided to changed statistics, greater involvement of educators, and directing their interest towards theater education, and its application in the pre-school children