Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| DRAMA in EDUCATION | - | Fall 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) | Assist.Prof. Adviye Pınar KONYALIOĞLU |
| 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 | Verbalizes the meanings of terms and concepts that are used in the Psychological Counseling and Guidance field. | X | |||||
| 2 | Verbalizes the basic concepts, principles, and techniques of theories in the field of Psychological Counseling and Guidance. | X | |||||
| 3 | Compares different theories in the field of Psychological Counseling and Guidance and lists the strenghts and weaknesses of each theory. | X | |||||
| 4 | Uses necessary intervention techniques in accordance with the education taken about the possible problems or issues that can be faced when working in the field of Psychological Counseling and Guidance. | X | |||||
| 5 | When faced with a problem in the profession, he /she analyzes and solves it with scientific methods. | X | |||||
| 6 | When faced with a problem in the profession, he/she solves it by oneself. | X | |||||
| 7 | Has the knowledge and skills required by the profession and make necessary interventions by distinguishing his/her own tasks and responsibilities from the ones that are not in the scope of the his/her profession. | X | |||||
| 8 | Follows the developments about the profession and has the principle of lifelong learning. | X | |||||
| 9 | Holds consultation with his/her colleagues when needed in the process of resolving a problem about the profession. | X | |||||
| 10 | When faced with a problem, he/she formulates it in a written form or verbally. | X | |||||
| 11 | Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings. | X | |||||
| 12 | Knows at least B1 level of English to follow the international scientific developments in Psychological Counseling and Guidance field. | ||||||
| 13 | Knows basic consepts in Psychological Counseling and Guidance field. | X | |||||
| 14 | Applies basic skills in Psychological Counseling and Guidance field. | X | |||||
| 15 | Uses psychological measurement tools in accordance with their purpose and ethical principles. | ||||||
| 16 | Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| 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 | - | Fall 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) | Assist.Prof. Adviye Pınar KONYALIOĞLU |
| 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 | Verbalizes the meanings of terms and concepts that are used in the Psychological Counseling and Guidance field. | X | |||||
| 2 | Verbalizes the basic concepts, principles, and techniques of theories in the field of Psychological Counseling and Guidance. | X | |||||
| 3 | Compares different theories in the field of Psychological Counseling and Guidance and lists the strenghts and weaknesses of each theory. | X | |||||
| 4 | Uses necessary intervention techniques in accordance with the education taken about the possible problems or issues that can be faced when working in the field of Psychological Counseling and Guidance. | X | |||||
| 5 | When faced with a problem in the profession, he /she analyzes and solves it with scientific methods. | X | |||||
| 6 | When faced with a problem in the profession, he/she solves it by oneself. | X | |||||
| 7 | Has the knowledge and skills required by the profession and make necessary interventions by distinguishing his/her own tasks and responsibilities from the ones that are not in the scope of the his/her profession. | X | |||||
| 8 | Follows the developments about the profession and has the principle of lifelong learning. | X | |||||
| 9 | Holds consultation with his/her colleagues when needed in the process of resolving a problem about the profession. | X | |||||
| 10 | When faced with a problem, he/she formulates it in a written form or verbally. | X | |||||
| 11 | Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings. | X | |||||
| 12 | Knows at least B1 level of English to follow the international scientific developments in Psychological Counseling and Guidance field. | ||||||
| 13 | Knows basic consepts in Psychological Counseling and Guidance field. | X | |||||
| 14 | Applies basic skills in Psychological Counseling and Guidance field. | X | |||||
| 15 | Uses psychological measurement tools in accordance with their purpose and ethical principles. | ||||||
| 16 | Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |