The model of school interpretation in communicative approach in teaching literature has lately been a recurrent subject of research that is focused mainly on individual stages and originates from teachers' point of view most commonly linked to poetry or prose.
In this master's thesis entitled Performance Progress of Students in Grades 1 to 5 in Solving New Tasks after Addressing Drama Texts we are presenting the problem of suitability of the whole-model, which we evaluated based on the performance progress of students. Leaning on fundamental writings connected to stages of school interpretation of literary texts, and on published research results we designed integral lesson plans for addressing radio plays for students from grade 1 to grade 5. Considering the relation between drama text and theatrical performance, and the connected duality of drama reception we described in the theoretical section, we also included dramatic and theatrical activities in every lesson plan. We gave special attention towards developing creativity in the final stage, where we planned new literature tasks with emphasis on creative writing texts that we differentiated on three levels of difficulty.
In the empirical section we assessed students' creative texts, formed by solving new literature tasks, based on two points of view: achieving objectives from the school curriculum and elements of creativity. The empirical analysis showed that the majority of participants displayed their performance progress in solving new tasks by achieving at least half of all the possible points. Students in the second triad stood out strongly and proved themselves as the most successful, whereas grade 2 students turned out to be the least successful. Since we included more dramatic activities in lesson plans for grade 4 and 5, these students integrated the combination of narration and dialogue more frequently than younger students. A few differences also appeared between two groups within the same grade showing the importance of teacher's teaching approach.
We found out that the designed model for addessing drama texts is more suitable for second educational period students than for younger ones. This especially applies to creative writing tasks that are suitable for students who acquired good writing skills and knowledge about the text structure. Based on obtained information we developed guidelines for teachers to help them design lesson plans to study youth drama, in the hope that with improved lesson planning we gain students' better performance progress and greater creativity in solving new literature tasks.
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