ࡱ> qsp[4sbjbj .xΐΐ6%hh8!t,c0t" / / / / / / /$1y4B0/0/0 / /*h+0ө8+.300c0+55 +5+0/0/c05h q:Rad prezentiran na ''The International Conference ''Going forward after the crisis?'' odr~anoj u Pragu, eaka Republika od 14-15. Lipnja 2010. Pod visokim pokroviteljstvom Senata i Parlamenta eake Republike. Na konferenciji je sudjelovalo 250 znanstvenika i stru njaka iz Europe u okviru 14 pojedina nih Simpozija. Rad je prezentiran u okviru simpozija  Diversity Management . DRAMA AS A COMMUNICATION EXPRESSION IN TIMES OF SOCIAL CRISIS Spomenka Dragovi, Faculty of Teacher Education of the University of Zagreb, Ph.d. Ljubica Baki-Tomi, Faculty of Teacher Education of the University of Zagreb,  HYPERLINK "mailto:lj.bakic-tomic@ufzg.hr" lj.bakic-tomic@ufzg.hr Ana Globo nik }unac, Zagreb School of Business, agzunac@gmail.com Abstract The project falls into the category of lifelong learning program for a teacher/drama teacher. After introductory remarks about the drama pedagogy and educational drama as an effective form of experiential learning, examples of drama education and experience in working with young people from pre-school to the student's age will be presented with the aim to, at least, partially answer the question how much we are - as society, and as the local community and as competent individuals (teachers / parents / citizens) - ready to respond to creatively and stimulatingly with art/drama education in the increasingly complex cultural and social challenges young people are faced today in Croatia. Keywords drama, communication, social crisis, learning by experiance Introduction Education focused on experiential learning/learning for life is the foundation of successful development of the individual, because it involves creativity in problem solving, confidence and decision making ability, cooperation with others, the ability to express their own opinion but as well the self-assessment of the advantages and the disadvantages, provides a path to the own identity. According to Sria unimaginatively people have suppressed creativity due to education, environmental influences, or it is ignored and ''killed'' by the routine work and life and not being exposed to challenges. Successful learning involves the acquisition of skills necessary for constructive participation of individuals in community activities from the early age: learning about human rights, child appropriately by the age - while learning about own rights learns about the rights of the others. A concrete indication of the systematic work in Croatia to improve the overall education is the 10th National Review of the projects in the area of the National Programme of Education for Human Rights and Democratic Citizenship (Zagreb, May 2010.), where 30 young artists, from preschool to high school, presented their own projects to the jury. They have not only become participants in social events, they are also clearly testified that it is experiential knowledge based on knowledge from life that one will bring in his/her future. Kyriacou said the easiest way to achieve the educational results is knowing about the influence of other factors on teaching and learning. Dramatic expression as a creative act/process based on experiential learning Art in general, each species on its own way, offer (a child, a youth, an adult) opportunities for understanding and shaping their identity, both cultural, and personal. Reardon said that the situational perspective implies that there is no skills and abilities that would be applicable in all situations. But it is important to distinguish what is appropriate and effective in communication. Although the same author says that the spontaneous behavior is the absence of conscious planning or management, we can say that the appropriate spontaneity comes with exercising different life situations. Drama Education, whether it is offered as an educational, extracurricular or after-school form of work with children/young people - allows a child/young man polyphonic dialogue: with the playa in the process of development, with the other participants of dramatic action, with the audience as co-creator of the game, with a society in which he/she lives, and with the art- with life. Drama education is experiential learning which is a specific medium of dramatic expression. Dramatic education considers every aspect of expressing actual/imagined events, creatures, objects or phenomena represented by the role played situations. Drama activity unites the intellectual, emotional understanding and aesthetic pleasure in the creative act; acting holistically, helping participants to express emotions and attitudes, develop imagination and creativity, speech and motor skills, helps the understanding of interpersonal relationships, developing criticism/self-criticism, self-strengthening, making tolerance towards other or different stronger. Drama pedagogy implies a number of methods of teaching and learning (basics are dramatic play, exercise and technology) that are systematically engaged in dramatic expression in all forms of its manifestations, in which the fact of matching the goals of education with those in drama education are highlights. Drama Pedagogy in Croatia Drama pedagogy is recognized around the world not only as an aspect of learning and teaching the younger but is already implemented in many segments of the society work with people of different social groups and age. Although dramatic pedagogy in Croatia started in the 60's and 70's, primarily in the Zagreb Youth Theatre, HCDO is the most responsible for the promotion of drama pedagogy. It is a non-governmental organization founded in 1996. HCDO is the initiator of many workshops and seminars in the field of drama pedagogy and drama for education. Its program is intended for specialists of different profiles (teachers, educators, drama teachers, social workers, psychologists, rehabilitators etc.) according to established criteria, became a drama educators. The same organization promoted development of Drama Education which is the library for further education of all stakeholders and among others, with the aim of raising public awareness, informing not only in the theory but also conveying the experiences of those countries where dramatic expression became one of the possible forms of communication/help to various preventive educational and therapeutic groups, but also a way to improve the quality of life in local communities. Thanks to the enthusiasm and continuous operation not only prominent members of the HCDO, but for many other Croatian experts, Croatian educational structures there is a more systematic (although still inadequate) support for dramatic expression as a form of teaching in recent years. Although dramatic expression has not yet been implemented in the Croatian educational system (except as a method of teaching the Croatian language), it was carried out in many areas of the local community as extra-curricular activity for children and adolescents. In addition to the Croatian universities that educate teachers and educators, dramatic expression as an elective course is offered to students of the Department of Social Work in Zagreb. Experience from the Practice We believe that the civic education, as a lifelong process, is necessary to share many factors, from educational experts, educational institutions, educational authorities and parents and local communities and NGOs, the media and the general public. Only with the continued support of all of them, school can succeed in carrying out civic education. Here are some practical examples of projects that would not be achieved without the aid of some of these factors. 1st The project I am playing with Bistrooki (the ones with clear eyes), which represents a successful three-year cooperation with kindergarten Panda in Vara~din, was achieved with the desire to gain additional experience in the field of drama pedagogy in working with the youngest. This proved that it is possible to learn from the youngest, applying the methods of dramatic games. There were accomplished a successful collaboration with the educators of the kindergarten but as well with the parents who have helped in making props and costumes, and in the transport of small participants and equipment to the theatre where these five years olders performed a dramatic play Pri alica tells the story (1996). Bistrooki - drama troupe, became the following year the participant of the cultural event Summer in Varazdin which would be impossible without the support of parents, but also with the help the local administration. 2nd Project Drama education in action (as an optional program of Croatian media culture, has been approved by the Ministry of Education and Culture (2003) and offered as an elective course to all interested (but not only gifted!) high school pupils of third grade. It is planned and realized as the teamwork of students, sharing ideas with the leaders in the work process, with the aim to encourage increased cooperation among students and professors and students. Drama pedagogy and dramatic expression proved to be effective aspect of experiential learning. Work on the project - an affirmation that learning can be a joy and experiential learning can bring concrete results - resulted with the play Blue Color Of The Snow Above Our Hill (2004) and Who Is A Character Similar To When It Escapes The Story (2005.). The both plays brought joy to the performers but as well to the audiences from kindergarten to adulthood. The project is done in cooperation with members of the School of Journalism and Vara~din News Media that have accompanied the whole creative process. 3rd A step further in bringing drama to young people is achieved by drama-scene work with the students (professional study) of Teachers College in Zagreb  Department in akovec (module of Croatian language) where dramatic expression is a compulsory course on the 4th year of study. Research form of workshops and application of a series of exercises and methods that are specific to the dramatic expression, has resulted in joint projects by students and teachers: Hamleta spika (speech) in five dramatic parts (2006) and Teacher Education Faculty and myself - any similarity is deliberate (2007). Both projects were performed in public, in front of students and teachers staff of the faculty. 4th Youth Theatre Studio of the National Theatre of Vara~din is an example of successful cooperation between the City of Vara~din, Vara~din County Theatre, Vara~din National Theatre, drama teachers, schools of Vara~din, students and their parents, but also a result of mainstreaming the needs of local communities to offer children and youth appropriate creative activities in their spare time. Leaders of Youth Theatre Studio, founded in the 2009, prominent playwrighters and theater educators successfully achieve the planned art and pedagogical objectives of the Studio: a comprehensive education and development of personality and sociability of students through the appropriate forms of educational work, developing the culture of public performance and communication and support for gifted children. They also confirm a series of successful, publicly performed dramatic works, the value of drama and drama pedagogy for education, and the fact that its meaning is in the creative process, just as in the stage works that occurs meanwhile. Conclusion In the extremely difficult conditions of a life today, civic education focusing on experiential learning of children and adolescents - are crucial for personal development and constructive community life. Without the joint efforts of teachers, school, parents and local communities, these goals - as already pointed out - can not be achieved. There is a big responsibility in front of the teachers. Their life-long training is necessary, but with achieving new competencies it is essential to develop their creativity leaving them the option to choose the ways and methods to teaching, and lifelong education. Only such a teacher will be able to point to the child the example of how to become a co-author of a more humane world. I$d p r t v   " F    B D wlh`hU`L`h55hd210Jjhd21Ujhd21Uhd21hdw;hdw;mHsHhBmHsHhynchyncmHsHhdw;h]LmHsHh-h]L5mHsHhmHsHhdw;hB?mHsHh|hB?5mHsH h|0J5 h)E0J5hdw;h`mHsHh[mHsHh[h[mHsHh-h-mHsHh-mHsH > r t v  F Y{ $ @a$gd^%$a$gd^%$ @L^`La$gd^%$ @]a$gd-D F b l *A5GWXas01GŻynhdw;h?mHsHhd21mHsHhdw;h`mHsH hwC0J hK0JhK0JfHq hd210JfHq hJ0J5h|hK0J5hdw;hBmHsHhdw;h+RFmHsHhBmHsHhdw;h]LmHsHhdw;hdw;mHsH hd21hB* ()1256:;=>ABLMOPZ[fgijmnxz6Ft|įįįįįġġġġ hK0J hd210J)hd21hK0JfHmHq sHhK0JfHq )hd21hd210JfHmHq sHhd210JfHq hJ0JfHq h|h*L85mHsHh|hd215mHsHhtUmHsH1 .0  XY&1Taosxz{ UuUr !'GmȺȧu$hd21hd210J5fHq $hd21hK0J5fHq h?mHsHh$hd21hd210JH*fHq hJ0JfHq hd210JfHq hK0JfHq hJ0Jjh0JU h0J h0J.{ !op?  . / '' ( ())//14477%<===$a$gd^%mnp !Y}: 1>?b&+    Ϸ񣝣񩖊h|hK5mHsH hhK h|0J hK0Jh|0JfHq h0JfHq jh0JU h0Jhd210JfHq hJ0JfHq hK0JfHq 2  , - / !6!9!x!!!!!!8"g"""+#,#.#[#l#u#######j$$$$ % %%%&)&*&&&& '1'2''''''ϳϳϳϳϳϳϳϳϳϳϳϳϳϳϳϳϳϳϳϙϙϑhKmHsHhBmHsHhtU0JfHq hJ0J hK0JhkS0JfHq hJ0JfHq hK0JfHq $h|hK0J5fHq htU0J5fHq 6'' ( (%(>(](i)j)x))))))))))H*~****+%,2,3,Z,g,s,u,,,,,,-'-Ϳuoooaaaaaaahbk0JfHq hbk0J$htUhtU0JH*fHq hKmHsH hbkhK htU0J hK0JhJ0JfHq hK0JfHq htU0JfHq hJ0J5fHq htU0J5fHq $htUhK0J5fHq &'-N-U-g-q-s-..B.D.Z.p.......////////01 1E1K11111h2222223 333"3#3k3ʿՋxhKfHq h?QhKh?Q0JfHq #hbk0JfHmHq sHhJhbkH*mHsHhbkmHsHhdw;h_mHsHhdw;hKmHsHhJ0JfHq hK0JfHq hbk0JfHq /k333333344R444444445555556 66/646_6`6h666677777&707A7L7N7R7d7l7p7v7777777ߴ htf0Jhtf0JfHq hJ0JfHq h?Q0JfHq h?Qh?Q0JH*h+RFmHsHhdw;hKmHsH hJ0J h?Q0J hK0JhK0JfHq 67788808>88869l99999:::::;;;.;;;;;!<6<<<<======== =!=H=J==v>w>ҶĶҮ}w}wҶ hK0J h][ 0Jhdw;mHsHhh)35mHsHhhB5mHsHhdw;hKmHsHhKmHsHhJ0JfHq htf0JfHq hK0JfHq hJhtf0JH*mHsHhtf0JmHsHh)3mHsH.= =\]]]^^^^^8__``,aa bb>>>>>&?????????????\6\L\\\\\\\\ ]]4]6]@]\]~]]]]׻׭׵znbznhp9hp96mHsHhp9hdw;6mHsHhdw;hdw;mHsHhp9mHsHhp9hB5mHsHhp9hp95mHsHhKmHsHU hbv0J hK0JhJ0JfHq hbv0JfHq hK0JfHq h][ 0JfHq h][ fHq &n drama education there is identified one of the possible paths to that. The essence of art is a creative game of research. References Sria, V.; (1995): Inventivni menad~er, Zagreb: Croman. Kyriacou, C.; (2001): Temeljna nastavna umijea, Zagreb: Educa. Reardon, K.; (1998): Interpersonalna komunikacija, Zagreb: Alineja. Other bibliography Scher, Anna ; Verrall, Charles (2006.) : Novih 100 ideja za dramu, Zagreb; Hrvatski centar za dramski odgoj  Pili poslovi d.o.o. Grui, Iva (2002) : Prolaz u zamialjeni svijet. Procesna drama ili drama u nastajanju ; Zagreb, Golden marketing Lugomer, Valentina (ur.) (2008) : Zamisli, do~ivi, izrazi! Dramske metode u nastavi hrvatskog jezika ; Zagreb, Hrvatski centar za dramski odgoj  Pili poslovi d.o.o 4. Radeti-Iveti, Jadranka (ur.) (2007): Igram se, a u im! Dramski postupci u razrednoj nastavi; Zagreb, Hrvatski centar za dramski odgoj  Pili poslovi d.o.o Archive of professional projects Commercial High School: ]]]^(^*^H^b^^^^^^_4__`$`n``*a,aanbbbbcccccdh>hZh÷뛈|tnlnhh//U h//0Jh//mHsHh//h//5mHsH$h//h//0J5fHq h//0J5fHq h?hp96mHsHh//hp95mHsHhp95mHsHh{1mHsHhp9hdw;6mHsHhdw;hdw;mHsHhp9mHsHhp9hp96mHsH#Media Culture, optional program for teaching Croatian language: Professional project  Drama education in action : Blue Color Of The Snow Above Our Hill (2004). Who Is A Character Similar To When It Escapes The Story (2005). Panda Kindergarten in Vara~din: Drama troupe Bistrooki - Pri alica tells the story; Vara~din, 1996. Teacher Training School Naku: course  Dramatic expression in the lesson - Hamlet a spika (speech) in five dramatic parts, (a joint project of students and the lecturer) akovec, 2006. 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