Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| DRAMA in EARLY CHILDHOOD EDUCATION | - | Spring Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Mefharet VEZİROĞLU ÇELİK |
| Name of Lecturer(s) | Lect. Uğur TUTKUN |
| Assistant(s) | |
| Aim | Within the scope of this course, it is aimed for pre-school teacher candidates to gain knowledge about the theoretical foundations of drama, to experience course designs created with drama techniques and share their thoughts about their benefits, to examine application examples in the field, to develop course designs with drama techniques, and to improve their teaching skills by applying the design they have developed. |
| Course Content | This course contains; Communication and acquintance ,Compliance and trust practices.,Definition, stages, components and basic concepts of drama,Drama techniques,Drama techniques,Course experience using field-oriented drama as a method,Course experience using field-oriented drama as a method,Course experience using field-oriented drama as a method,Analyzing articles,Examining articles,Elements to consider when designing a course where drama is used as a method.,Designing a lesson using drama as a method,Implementation of designed drama activities,Evaluation of applied drama activities. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the effect of drama on communication, harmony and trust studies. | 8 | E, H |
| Relates play and drama processes. | 11, 15, 8, 9 | H |
| Explains the definition of drama, stages, components and basic concepts of drama. | 10, 8, 9 | E, H |
| Shows the techniques used in drama based on her own experiences. | 11, 14, 6, 8 | H |
| Designs courses using drama as a method. | 14, 15, 8 | A, H |
| Evaluates the course design in which drama is used as a method. | 10, 15, 16, 8 | A, E |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 14: Self Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 6: Experiential Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Communication and acquintance | Establishing expectations for the course process and rules that will affect the course process |
| 2 | Compliance and trust practices. | Creating group dynamics |
| 3 | Definition, stages, components and basic concepts of drama | Reading the definition of drama, its stages, components and basic concepts |
| 4 | Drama techniques | Field reading about the techniques used in drama |
| 5 | Drama techniques | Field reading about the techniques used in drama |
| 6 | Course experience using field-oriented drama as a method | Examining examples of the field where drama is used as a method |
| 7 | Course experience using field-oriented drama as a method | Examining examples of the field where drama is used as a method |
| 8 | Course experience using field-oriented drama as a method | Examining examples of the field where drama is used as a method |
| 9 | Analyzing articles | Reading articles through interviews |
| 10 | Examining articles | Reading articles through interviews |
| 11 | Elements to consider when designing a course where drama is used as a method. | Examining examples in the field where drama is used as a method |
| 12 | Designing a lesson using drama as a method | Examining examples of the field where drama is used as a method |
| 13 | Implementation of designed drama activities | Examining examples of the field where drama is used as a method |
| 14 | Evaluation of applied drama activities | Examining examples of the field where drama is used as a method |
| Resources |
| Adıgüzel, O. (2013). Eğitimde yaratıcı drama, Ankara, Pegem Akademi |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Has knowledge of scientific and current theories, concepts and practices in the field of early childhood education. | X | |||||
| 2 | Has knowledge of the curriculum, teaching strategies, methods and techniques, and measurement and evaluation in the field of early childhood education. | X | |||||
| 3 | Has knowledge of children's development and learning characteristics and learning difficulties. | X | |||||
| 4 | Applies appropriate teaching strategies, methods and techniques according to early childhood developmental characteristics and individual differences. | X | |||||
| 5 | Organizes learning environments suitable for children's development and needs, designs educational materials, and evaluates children's achievements in multiple aspects. | X | |||||
| 6 | Identifies and analyzes problems related to early childhood education and develops solutions based on evidence and scientific research. | X | |||||
| 7 | Effectively fulfills responsibilities in individual and group work to solve problems related to early childhood; uses strengths and improves weaknesses. | X | |||||
| 8 | Determines learning needs, uses ways to access information effectively, and develops positive attitude towards lifelong learning. | X | |||||
| 9 | Works with people related to the field in professional projects or activities for the social environment, with the awareness of serving the society; becomes a model for society with his appearance, attitude and behavior. | ||||||
| 10 | Uses Turkish language effectively and in accordance with its rules; communicates effectively with the environment using information and communication technologies. | X | |||||
| 11 | Shows professionally, scientifically and ethically appropriate behaviors with human rights, children's rights and democracy conscious. | ||||||
| 12 | Acts in accordance with quality management and workplace safety processes in early childhood education; establishes personal and institutional interactions to provide the safe school environment and protect environment. | ||||||
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 | 4 | 1 | 4 | |||
| Term Project | 1 | 3 | 3 | |||
| Presentation of Project / Seminar | 3 | 2 | 6 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 7 | 1 | 7 | |||
| General Exam | 14 | 2 | 28 | |||
| Performance Task, Maintenance Plan | 14 | 1 | 14 | |||
| Total Workload(Hour) | 90 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(90/30) | 3 | |||||
| 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 EARLY CHILDHOOD EDUCATION | - | Spring Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Mefharet VEZİROĞLU ÇELİK |
| Name of Lecturer(s) | Lect. Uğur TUTKUN |
| Assistant(s) | |
| Aim | Within the scope of this course, it is aimed for pre-school teacher candidates to gain knowledge about the theoretical foundations of drama, to experience course designs created with drama techniques and share their thoughts about their benefits, to examine application examples in the field, to develop course designs with drama techniques, and to improve their teaching skills by applying the design they have developed. |
| Course Content | This course contains; Communication and acquintance ,Compliance and trust practices.,Definition, stages, components and basic concepts of drama,Drama techniques,Drama techniques,Course experience using field-oriented drama as a method,Course experience using field-oriented drama as a method,Course experience using field-oriented drama as a method,Analyzing articles,Examining articles,Elements to consider when designing a course where drama is used as a method.,Designing a lesson using drama as a method,Implementation of designed drama activities,Evaluation of applied drama activities. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the effect of drama on communication, harmony and trust studies. | 8 | E, H |
| Relates play and drama processes. | 11, 15, 8, 9 | H |
| Explains the definition of drama, stages, components and basic concepts of drama. | 10, 8, 9 | E, H |
| Shows the techniques used in drama based on her own experiences. | 11, 14, 6, 8 | H |
| Designs courses using drama as a method. | 14, 15, 8 | A, H |
| Evaluates the course design in which drama is used as a method. | 10, 15, 16, 8 | A, E |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 14: Self Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 6: Experiential Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Communication and acquintance | Establishing expectations for the course process and rules that will affect the course process |
| 2 | Compliance and trust practices. | Creating group dynamics |
| 3 | Definition, stages, components and basic concepts of drama | Reading the definition of drama, its stages, components and basic concepts |
| 4 | Drama techniques | Field reading about the techniques used in drama |
| 5 | Drama techniques | Field reading about the techniques used in drama |
| 6 | Course experience using field-oriented drama as a method | Examining examples of the field where drama is used as a method |
| 7 | Course experience using field-oriented drama as a method | Examining examples of the field where drama is used as a method |
| 8 | Course experience using field-oriented drama as a method | Examining examples of the field where drama is used as a method |
| 9 | Analyzing articles | Reading articles through interviews |
| 10 | Examining articles | Reading articles through interviews |
| 11 | Elements to consider when designing a course where drama is used as a method. | Examining examples in the field where drama is used as a method |
| 12 | Designing a lesson using drama as a method | Examining examples of the field where drama is used as a method |
| 13 | Implementation of designed drama activities | Examining examples of the field where drama is used as a method |
| 14 | Evaluation of applied drama activities | Examining examples of the field where drama is used as a method |
| Resources |
| Adıgüzel, O. (2013). Eğitimde yaratıcı drama, Ankara, Pegem Akademi |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Has knowledge of scientific and current theories, concepts and practices in the field of early childhood education. | X | |||||
| 2 | Has knowledge of the curriculum, teaching strategies, methods and techniques, and measurement and evaluation in the field of early childhood education. | X | |||||
| 3 | Has knowledge of children's development and learning characteristics and learning difficulties. | X | |||||
| 4 | Applies appropriate teaching strategies, methods and techniques according to early childhood developmental characteristics and individual differences. | X | |||||
| 5 | Organizes learning environments suitable for children's development and needs, designs educational materials, and evaluates children's achievements in multiple aspects. | X | |||||
| 6 | Identifies and analyzes problems related to early childhood education and develops solutions based on evidence and scientific research. | X | |||||
| 7 | Effectively fulfills responsibilities in individual and group work to solve problems related to early childhood; uses strengths and improves weaknesses. | X | |||||
| 8 | Determines learning needs, uses ways to access information effectively, and develops positive attitude towards lifelong learning. | X | |||||
| 9 | Works with people related to the field in professional projects or activities for the social environment, with the awareness of serving the society; becomes a model for society with his appearance, attitude and behavior. | ||||||
| 10 | Uses Turkish language effectively and in accordance with its rules; communicates effectively with the environment using information and communication technologies. | X | |||||
| 11 | Shows professionally, scientifically and ethically appropriate behaviors with human rights, children's rights and democracy conscious. | ||||||
| 12 | Acts in accordance with quality management and workplace safety processes in early childhood education; establishes personal and institutional interactions to provide the safe school environment and protect environment. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |