Working With Stories Through The Medium Of Process Drama

Priče su sastavni dio odgojno-obrazovnog rada svakog odgojitelja. One se s djecom mogu proraditi na različite načine, a jedan od njih je i putem medija procesne drame. Procesna drama podiže proradu priče na posve novu razinu jer snažno potiče maštu i kreativnost kod djece. Djeca ne zamišljaju sadržaj samo slušanjem, već aktivno sudjeluju u stvaranju priče. S ovakvim načinom dramskog rada u Hrvatskoj nije se još susrelo mnogo odgojitelja, zato ga je tek potrebno popularizirati i približiti ga odgojiteljima. Cilj ovog rada je predstaviti procesnu dramu kao odličan medij za proradu priča. U prvom dijelu rada objašnjena je uloga priča u cjelokupnom razvoju djeteta i iznesen je teorijski prikaz procesne drame. Osim kratkog povijesnog pregleda nastanka same procesne drame i njenih osnovnih karakteristika, objašnjene su i dramske tehnike kao osnovne jedinice procesne drame. U drugom dijelu rada prikazan je praktičan primjer prorade priče pomoću procesne drame koji je proveden u vrtiću s grupom petogodišnjaka.Stories are integral part of every educator`s educational work. They can work on stories in many different ways and one of them is through the medium of process drama. Process drama raises work on stories to a whole new level because it strongly encourages imagination and creativity by children. Instead of listening and imagining the content of the story, they actively participate in its creation. Many educators in Croatia are not familiar with this kind of drama work, so it has yet to be popularized and introduced to them. The purpose of this paper is introducing process drama as an excellent way of processing a story. The first part of this paper consists of listed benefits of the stories for the overall child development and the theory of process drama. Except of the short historical overview of process drama and its basic characteristics, drama tehniques as fundamental elements of process drama are also explained. The second part of this paper gives a practical example of working on the story through the medium of process drama, which has been relized in kindergarten in the group of five-year-olds