Radio drama as instigator of educational drama in primary education

Kako su novi i digitalni mediji postali sastavni dio ljudskog života, danas je, više no prije, potrebno razvijati medijsku pismenost koja pruža mogućnost kritičkog sagledavanja različitih medija. Radio je medij koji se prvi put pojavio u 20. stoljeću. Razvitkom radijskog medija u nastojanju da se pronađe umjetnički izraz najbliži radiju, nastale su radiodrame. Dramski odgoj poučava dramskim iskustvom, a to se postiže aktivnim sudjelovanjem u dramskim aktivnostima ili praktičnim iskustvom, primjerice odlaskom u kazalište. Svakom djetetu treba dati priliku da se dramski izrazi i stvara kako bi moglo razvijati svoju kreativnost i spontanost u izražavanju. Dramsko stvaralaštvo, dramsko izražavanje i dramska kultura tri su povezana područja dramskog odgoja jer koriste jednake dramske metode i tehnike, ali s različitim ciljevima. Cilj je ovog rada prikazati proces upoznavanja učenika mlađih razreda osnovne škole s radiodramom kao radijskom vrstom te pokazati kako dramski odgoj odgaja za život i kako se može provoditi u nastavnoj praksi. U radu su prikazane dvije dramskopedagoške radionice, a osmišljene su na temelju „Ježeve kućice“ Branka Ćopića i „Regoča“ Ivane Brlić-Mažuranić. Na početku radionica učenici slušaju radiodrame koje su napravljene po uzoru na spomenuta djela. Redatelj je radiodrame „Ježeva kućica“ Mirko Čović, a izvodi je Gradsko kazalište lutaka Split. Redatelj je „Regoča“ Ladislav Vindakijević, a radiodrama se nalazi u slušaonici Hrvatske radiotelevizije. Radiodrama je aktivator dječje mašte kao daljnji poticaj za razvitak dramskih aktivnosti. Naglasak je na tehnikama improvizacije kojima sudionici uz voditelja procesa stvaraju zamišljeni dramski svijet. Problemski sadržaji koji su detaljno obrađeni u radionicama odnose se na međuljudske konflikte, razvitak emocionalne inteligencije i vještinu aktivnog slušanja. Cilj je osposobiti učenike da samostalno prepoznaju probleme s kojima su se možda već susreli, a koji su povezani i s njima samima i sa životom općenito. Krajnji cilj radionica jest da one zažive u nastavnoj praksi.As the new and digital media have become an integral part of human lives, today, more than ever, it is necessary to develop media literacy which enables us the possibility of critically observing different media. The radio was invented in the 20th century. Alongside the development of the radio broadcasting media, in an effort to produce an art form similar to the radio, radio dramas came to life. Drama education teaches by dramatic experience and this can be achieved by active participation in drama activities and practical experience such as going to the theatre. Each child has to be given an opportunity to express themselves and create via drama so they could express their creativity and spontaneity in expression. Educational drama, education in drama and drama in education are three intertwined areas of drama education as they use the same dramatic techniques and methods but with different purposes. This paper aims to convey the process of introducing pupils of lower primary schools to radio drama as a form of radio, and show drama education may prepare children for life and how it may be implemented in teaching practice. This paper portrays two drama-based pedagogy workshops prepared on the basis of Branko Ćopić’s Ježeva kućica (Hedgehog’s Home) and Ivana Brlić Mažuranić’s Regoč. At the beginning of the two workshops pupils listen to radio dramas inspired by the aforementioned children’s stories. Mirko Ćović is the director of the radio drama Ježeva kućica and it is performed by the Split Puppet Theatre. Ladislav Vindakijević is the director of Regoč and the radio drama is on Slušaonica (shows on demand) of the Croatian Radio and Television. Radio dramas activate children’s imagination and provide further incentive for development of dramatic activities. Emphasis is put on techniques of improvisation which are used by participants and process leaders to create imaginary dramatic world. Problem content of these workshops studied in detail refer to human conflicts, development of emotional intelligence and the skill of active listening. It aims to train pupils to recognize problems they may have encountered before on their own and which are connected to themselves and life in general. The ultimate goal of the workshops is for them to come to life in teaching practice