Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| DRAMA in EDUCATION | - | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Adviye Pınar KONYALIOĞLU |
| Name of Lecturer(s) | Assoc.Prof. Ferah ÇEKİCİ |
| Assistant(s) | |
| Aim | Psychodrama warm-up games, sociodrama, creative drama, role playing, improvisation; areas where drama is used, such as the applications of drama in education. Applications regarding the use of drama in education. |
| Course Content | This course contains; Meeting and communication games in drama,Psychodrama warm-up games,Warm-up games and confidence games that allow the group to fuse in drama,Warm-up games and confidence games that allow the group to fuse in drama,Warm-up games, games that improve perception and sensation, games for interpersonal communication and problem solving,Group games for developing creativity, Games for developing attention,Transferring theoretical information from text to improvisation with drama method: the relationship between drama and other related concepts, basic elements of drama, basic components in drama,The developmental benefits of drama, features of drama-based teaching,Drama and drama based lesson plans as an active teaching method examining,Analysis and evaluation of drama-based lesson / subject teaching plans,Student Group Performance Presentations: Preparation, presentation and evaluation of a drama-based lesson / topic plan,Student Group Performance Presentations: Preparation, presentation and evaluation of a drama-based lesson / topic plan,Student Group Performance Presentations: Preparation, presentation and evaluation of a drama-based lesson / topic plan,Student Group Performance Presentations: Preparation, presentation and evaluation of a drama-based lesson / topic plan. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Implements various drama activities in educational institutions. | 15, 6 | |
| Explains the gains of the drama activities he/she implements. | 10, 16, 6, 9 | |
| Knows drama activities that support students' social emotional development. | 15, 6 | |
| Expresses her/his feelings. | 15, 6 | |
| Demonstrates spontaneous and creative actions. | 15, 19, 6 | |
| Designs drama activities that students will use in their education. | 11, 15, 19 | H |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 19: Brainstorming Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Meeting and communication games in drama | Discussing expectations about the course, playing dating games |
| 2 | Psychodrama warm-up games | |
| 3 | Warm-up games and confidence games that allow the group to fuse in drama | Review of current examples of educational drama |
| 4 | Warm-up games and confidence games that allow the group to fuse in drama | Review and interpretation of related articles on drama and learning methods |
| 5 | Warm-up games, games that improve perception and sensation, games for interpersonal communication and problem solving | Examination and implementation of different examples of educational drama |
| 6 | Group games for developing creativity, Games for developing attention | Experience the formation of creativity, imagination and vision designs |
| 7 | Transferring theoretical information from text to improvisation with drama method: the relationship between drama and other related concepts, basic elements of drama, basic components in drama | Algorithm completion and drama template creation based on text |
| 8 | The developmental benefits of drama, features of drama-based teaching | Examples of drama in different crisis situations and in-class dominance studies |
| 9 | Drama and drama based lesson plans as an active teaching method examining | Examination of educational drama examples, preparation of in-class practice |
| 10 | Analysis and evaluation of drama-based lesson / subject teaching plans | Examination of educational drama examples, preparation of in-class practice |
| 11 | Student Group Performance Presentations: Preparation, presentation and evaluation of a drama-based lesson / topic plan | Examination of educational drama examples, preparation of in-class practice |
| 12 | Student Group Performance Presentations: Preparation, presentation and evaluation of a drama-based lesson / topic plan | Examination of educational drama examples, preparation of in-class practice |
| 13 | Student Group Performance Presentations: Preparation, presentation and evaluation of a drama-based lesson / topic plan | : Communication skills, studying and applying examples of drama and modern art drama in the museum and preparing in-class practice |
| 14 | Student Group Performance Presentations: Preparation, presentation and evaluation of a drama-based lesson / topic plan | Reviewing relevant examples of educational drama and preparing the in-class application |
| Resources |
| McCaslin, N. (2016). Yaratıcı Drama Sınıf İçinde ve Dışında. Nobel Akademi Yayıncılık. Adıgüzel, Ö. (2016) Eğitimde Yaratıcı Drama. Pegem Akademi Yayıncılık. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | It verbally refers to the meanings of professional terms and concepts within the scope of primary mathematics teaching. It verbally refers to the basic concepts, principles and techniques of theories in the field of primary mathematics teaching. It compares the theories in its field and lists the strengths and weaknesses of each theory verbally. | X | |||||
| 2 | In the field of primary mathematics teaching, he applies the necessary intervention in connection with the education he receives regarding the situations or problems he encounters professionally. | X | |||||
| 3 | A problem he faces professionally, he analyzes and solves it based on scientific methods. He solves a problem he faces professionally on his own. It makes necessary interventions by distinguishing between situations that are within the scope of their duties and responsibilities from a professional point of view and situations that are not. | X | |||||
| 4 | Follows new developments related to the profession in line with the principle of lifelong learning from a professional point of view. | X | |||||
| 5 | In the process of resolving a problem from a professional point of view, he consults with his colleagues when necessary. When he encounters a problem, he formulates it in writing or verbally. He has a sense of social responsibility and uses his professional gains to solve problems in his immediate and distant environment. He speaks at least B1 level English to monitor international professional developments. | X | |||||
| 6 | He knows the basic concepts of his profession. Applies basic skills related to his profession. It applies measurement and evaluation tools in accordance with its purpose and in line with ethical principles. In a professional subject, it conducts research by choosing the appropriate research method. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 20 | |
| Rate of Final Exam to Success | 80 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 14 | 2 | 28 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 14 | 2 | 28 | |||
| General Exam | 14 | 2 | 28 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 112 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(112/30) | 4 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| DRAMA in EDUCATION | - | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Adviye Pınar KONYALIOĞLU |
| Name of Lecturer(s) | Assoc.Prof. Ferah ÇEKİCİ |
| Assistant(s) | |
| Aim | Psychodrama warm-up games, sociodrama, creative drama, role playing, improvisation; areas where drama is used, such as the applications of drama in education. Applications regarding the use of drama in education. |
| Course Content | This course contains; Meeting and communication games in drama,Psychodrama warm-up games,Warm-up games and confidence games that allow the group to fuse in drama,Warm-up games and confidence games that allow the group to fuse in drama,Warm-up games, games that improve perception and sensation, games for interpersonal communication and problem solving,Group games for developing creativity, Games for developing attention,Transferring theoretical information from text to improvisation with drama method: the relationship between drama and other related concepts, basic elements of drama, basic components in drama,The developmental benefits of drama, features of drama-based teaching,Drama and drama based lesson plans as an active teaching method examining,Analysis and evaluation of drama-based lesson / subject teaching plans,Student Group Performance Presentations: Preparation, presentation and evaluation of a drama-based lesson / topic plan,Student Group Performance Presentations: Preparation, presentation and evaluation of a drama-based lesson / topic plan,Student Group Performance Presentations: Preparation, presentation and evaluation of a drama-based lesson / topic plan,Student Group Performance Presentations: Preparation, presentation and evaluation of a drama-based lesson / topic plan. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Implements various drama activities in educational institutions. | 15, 6 | |
| Explains the gains of the drama activities he/she implements. | 10, 16, 6, 9 | |
| Knows drama activities that support students' social emotional development. | 15, 6 | |
| Expresses her/his feelings. | 15, 6 | |
| Demonstrates spontaneous and creative actions. | 15, 19, 6 | |
| Designs drama activities that students will use in their education. | 11, 15, 19 | H |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 19: Brainstorming Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Meeting and communication games in drama | Discussing expectations about the course, playing dating games |
| 2 | Psychodrama warm-up games | |
| 3 | Warm-up games and confidence games that allow the group to fuse in drama | Review of current examples of educational drama |
| 4 | Warm-up games and confidence games that allow the group to fuse in drama | Review and interpretation of related articles on drama and learning methods |
| 5 | Warm-up games, games that improve perception and sensation, games for interpersonal communication and problem solving | Examination and implementation of different examples of educational drama |
| 6 | Group games for developing creativity, Games for developing attention | Experience the formation of creativity, imagination and vision designs |
| 7 | Transferring theoretical information from text to improvisation with drama method: the relationship between drama and other related concepts, basic elements of drama, basic components in drama | Algorithm completion and drama template creation based on text |
| 8 | The developmental benefits of drama, features of drama-based teaching | Examples of drama in different crisis situations and in-class dominance studies |
| 9 | Drama and drama based lesson plans as an active teaching method examining | Examination of educational drama examples, preparation of in-class practice |
| 10 | Analysis and evaluation of drama-based lesson / subject teaching plans | Examination of educational drama examples, preparation of in-class practice |
| 11 | Student Group Performance Presentations: Preparation, presentation and evaluation of a drama-based lesson / topic plan | Examination of educational drama examples, preparation of in-class practice |
| 12 | Student Group Performance Presentations: Preparation, presentation and evaluation of a drama-based lesson / topic plan | Examination of educational drama examples, preparation of in-class practice |
| 13 | Student Group Performance Presentations: Preparation, presentation and evaluation of a drama-based lesson / topic plan | : Communication skills, studying and applying examples of drama and modern art drama in the museum and preparing in-class practice |
| 14 | Student Group Performance Presentations: Preparation, presentation and evaluation of a drama-based lesson / topic plan | Reviewing relevant examples of educational drama and preparing the in-class application |
| Resources |
| McCaslin, N. (2016). Yaratıcı Drama Sınıf İçinde ve Dışında. Nobel Akademi Yayıncılık. Adıgüzel, Ö. (2016) Eğitimde Yaratıcı Drama. Pegem Akademi Yayıncılık. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | It verbally refers to the meanings of professional terms and concepts within the scope of primary mathematics teaching. It verbally refers to the basic concepts, principles and techniques of theories in the field of primary mathematics teaching. It compares the theories in its field and lists the strengths and weaknesses of each theory verbally. | X | |||||
| 2 | In the field of primary mathematics teaching, he applies the necessary intervention in connection with the education he receives regarding the situations or problems he encounters professionally. | X | |||||
| 3 | A problem he faces professionally, he analyzes and solves it based on scientific methods. He solves a problem he faces professionally on his own. It makes necessary interventions by distinguishing between situations that are within the scope of their duties and responsibilities from a professional point of view and situations that are not. | X | |||||
| 4 | Follows new developments related to the profession in line with the principle of lifelong learning from a professional point of view. | X | |||||
| 5 | In the process of resolving a problem from a professional point of view, he consults with his colleagues when necessary. When he encounters a problem, he formulates it in writing or verbally. He has a sense of social responsibility and uses his professional gains to solve problems in his immediate and distant environment. He speaks at least B1 level English to monitor international professional developments. | X | |||||
| 6 | He knows the basic concepts of his profession. Applies basic skills related to his profession. It applies measurement and evaluation tools in accordance with its purpose and in line with ethical principles. In a professional subject, it conducts research by choosing the appropriate research method. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 20 | |
| Rate of Final Exam to Success | 80 | |
| Total | 100 | |