Browsing by Author "Bethlenfalvy Ádám"

Now showing 1 - 5 of 5
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    A karanténoktatás tapasztalatai szegregátumban és azon kívül
    (2021) Németh Szilvia; Rajnai Richárd; Cziboly Ádám; Bethlenfalvy Ádám
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    Dráma a tanteremben. Történetek cselekvő feldolgozása
    (Károli Gáspár Református Egyetem, 2020) Bethlenfalvy Ádám; Művészettudományi és Szabadbölcsészeti Intézet; Művészettudományi és Művészetpedagógiai Tanszék; KRE – Bölcsészet- és Társadalomtudományi Kar
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    Drámapedagógia
    (InSite Drama, 2021) Bethlenfalvy Ádám
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    Learning patterns and risks in distance learning during the COVID-19 lockdown – the pupils’ perspective in drama pedagogy-based focus groups
    (2023) Cziboly Ádám; Bethlenfalvy Ádám; Németh Szilvia; Rajnai Richárd
    In this study, primary school pupils have been surveyed using the methodology of drama pedagogy, focusing on two research questions: what the risks of online activities are and how children cope with these, and what the experiences of children with distance learning were. This study investigated both areas jointly from the pupils’ perspective. Three anonymous online focus groups were conducted with 16 Hungarian pupils (4 boys and 12 girls; age range: 11–15 years) in July 2020, who joined to the research on a voluntary basis and have been recruited from three rural counties with different socioeconomic backgrounds. Respondents unequivocally recounted that during the lockdown, they had spent a significant part of their time in front of a screen, mostly without adult supervision. Whilst most only experienced different forms of teasing, some cyberbullying instances bordered on criminal cases and required the involvement of parents. High exposure to such risks was experienced during the months when online learning mainly consisted of receiving assignments to work on, and most teachers were almost unavailable. Future research could compare the experiences of pupils and teachers, creating an online safe space for them where they could respond to each other’s perceptions, interpretations and opinions anonymously.
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    Living Through Extremes in Process Drama
    (Károli Gáspár Református Egyetem, 2020) Bethlenfalvy Ádám; Művészettudományi és Művészetpedagógiai Tanszék; Művészettudományi és Szabadbölcsészeti Intézet; KRE – Bölcsészet- és Társadalomtudományi Kar
    Living through extremes is an exploration of integrating Edward Bond’s theatre theory and practice into the ‘living through’ approach to process drama. Adam Bethlenfalvy examines the basic components of the ‘living through’ approach to drama through the analysis of the practice of Dorothy Heathcote, Gavin Bolton, Cecily O’Neill and David Davis. A close examination of drama lessons leads to recognising different structures that lead to some shared elements in the work of these pioneers of drama education. The book also investigates different critiques of this approach and comes to identify those key elements that can help practitioners and teachers create this kind of process drama. This is followed by an in-depth analysis of the theory and practice of Edward Bond, the contemporary British playwright, whose aim is to create moments that rupture dominant public discourses and allow the audience to make their own meaning in the gaps within the narrative on stage. The author explores through a series of drama lessons how participants can be supported in making drama of depth on their own with moments that dislocate dominant social explanations from within the narrative, urging those watching or participating to make their own meaning of events in the drama. Though the book does not offer a recipe as a solution it offers some exciting new recognitions coming from re-kindling the connection between theatre and drama education.