In this research, we observed the students in the drama class. Creation in drama also includes the acting process. The acting process focuses on the individual – the actor who participates in it and on his abilities, fears, emotions, which he recognizes and tries to overcome and then act them out in his dramatic character with various exercises and techniques. By participating in drama activities, we can develop various social skills, self-confidence, and creativity. The development of these skills and competencies is also important for teachers. In this master's thesis, we researched how and to what extent primary education students develop through the acting process. We examined how classroom students perceive the acting process and what importance they attach to it, and whether by participating in it they acquired skills or competencies to improve their private life, themselves as a teacher and/or improve the quality of their lessons (motivation, class climate, knowledge transfer, increased curiosity of students, improvement of relationships, values…). The first part of the research was conducted with four students who were involved in the acting process in an independent project in an elective course, and the second part with four students who were involved in the acting process three years ago by participating in the preparation of the play. For the research, we used techniques for qualitative research: observation, interview, and analysis of reflections and the curriculum of the subject. The research aimed to find out if and in what ways the acting process helps in the personal and professional development of teachers, and if students are aware of this, and to what extent. We found that students recognize some of the acquired competencies (for example flexibility competence, communication skills, competence to use relaxation techniques…), but the recognition of competencies among students from the first sample differs from students from the second sample, and the reason is that students from the first sample received online lectures and they were a part of the acting process as part of the study subject, while the students from the second sample participated in the creation voluntarily and more individually and the process was held in person. The results of the research can be of help to primary education students for a better perception and understanding of drama subjects, as well as to the professors of these subjects, as they can gain insight into the experience of students' acquired competencies. Due to the qualitative way of research, the results cannot be generalized and apply only to our research sample.
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