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Undervisning i DRACON: Fem elevers upplevelser av undervisning i konflikthantering med dramapedagogik som metod
University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences.
2014 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

Syftet med denna uppsats är att undersöka före detta elevers uppfattning om att få undervisning i DRACON. DRACON är ett konflikthanteringsprogram med drama som metod. För min undersökning har metoden varit enskilda intervjuer samt fokussamtal med elever som 2003-2004 deltog i undervisning i DRACON i skolan och i en filminspelning om DRACON-programmet. Mina resultat visar att drama i trygg miljö upplevs positivt av eleverna framför allt för att det kan hjälpa blyga elever att träda fram. Studien visar också att flera av eleverna som intervjuades fick med sig nya redskap i konflikthantering. Eleverna är positiva till kamratundervisning för att öka kunskapen om konflikthantering på skolor, vilket sammanfaller med forskning av Burton i Australien och är i linje med Skolverkets förespråkande av förebyggande insatser på skolor för att förebygga mobbning. Eleverna ser fördelar med att undervisas av en särskild pedagog i dramaundervisningen. Utvecklingen i klassen efter arbetet med DRACON i skolan och filmen om DRACON-programmet visar en effekt som också beskrivs av DRACON International (2005). Eleverna lär känna varandra på nya sätt, utvecklar känslor av kamratskap, empati och respekt, ökar sin lyssnade förmåga, förstår vikten av samarbete och förmågor, som att lyssna till andra.

Abstract [en]

The purpose of this thesis is to investigate previous students opinions about education in DRACON. DRACON is a program in conflict mangement with drama as a method. In spring 2013 interviews and focus discussions were made with students who 2003-2004 participated in education in DRACON and in filming the methods in the DRACON. My results shows that drama as a method get positive response, the most important reason is that it can be a help for shy pupils to step forward. Several of the pupils interviewed did get new tools for handling conflicts. The pupils are positive to peer-teaching for increasing the knowledge about conflict management in schools. The same thing is found in research by Burton (Australia) and is in the line with School department of Sweden that recommend preventive work in schools to prevent bullying. The students sees advantages in being educated by a pedagogue specialized in drama methods. The development in the school class after participating in DRACON and filming the methods in DRACON shows an effect among the students that also are described in DRACON International (2005). They get to know each other in new ways, develop feelings of friendship, empathy and respect, increase the listening capacity, understand the importance of collaboration and capacities, as listening to others.

Place, publisher, year, edition, pages
2014. , 43 p.
Keyword [en]
Conflict management, Drama as a method, Educational drama, Secondary school program, DRACON International (2005), Peer-teaching, DRACON in school, DRACON
Keyword [sv]
Konflikthantering, Drama som metod, Dramapedagogik, DRACON International (2005), DRACON i skolan, Kamratundervisning, Skolverkets Rapport 2011, DRACON
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hig:diva-20418OAI: oai:DiVA.org:hig-20418DiVA: diva2:860890
Subject / course
Drama education
Supervisors
Examiners
Available from: 2016-01-14 Created: 2015-10-14 Last updated: 2016-01-14Bibliographically approved

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