Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| DRAMA in EDUCATION | ÖE4211023 | Spring Semester | 2+0 | 2 | 4 |
| Course Program | Perşembe 15:30-16:15 Perşembe 16:30-17:15 |
| 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 | Able to express the theoretical and practical knowledge about general and special education and the knowledge of basic concepts, principles and theories about different disciplines contributing to this knowledge. | ||||||
| 2 | Able to compare and contrats the key theoretical approaches in the field verbally. | ||||||
| 3 | In different disciplines, develops, administers and evaluates the differentiated curriculum plans that the three factors of curriculum like content, process and product are differentiated according to the characteristics of students like the readiness level, interests and learning profile. | ||||||
| 4 | By taking into consideration all the developmental areas (intellectual, physical, emotional, personality etc.), has the knowledge of holistic development of students and administers the necessary techniques to develop them in these areas. | ||||||
| 5 | Within scientific framework, evaluates the theoretical and practical studies regarding the education of children with learning disabilities/difficulties critically and offers solutions. | ||||||
| 6 | Takes responsibility individually or as a member of a group that consists of colleagues from various disciplines to bring solutions for complex problems encountered in practices regarding the education of students with learning disabilities and/or difficulties. | ||||||
| 7 | In order to reach individual goals according to his/her learning needs, acquires the attitude of practicing lifelong learning principles. | ||||||
| 8 | Follows the new developments about special education via professional activities like literature review, seminar, conference, and workshop. | ||||||
| 9 | Uses Turkish accurately and effectively. | ||||||
| 10 | With the awareness of social responsibility, makes activities concerning the education of children with learning disabilities/difficulties and develops projects for the social environment in which he/she lives. | ||||||
| 11 | Knows the basic concepts and applies basic skills related to the profession. | ||||||
| 12 | During all phases of his/her research and studies, besides showing characteristics of acting respectfully to the social, scientific, cultural and ethical values with the consciousness of national and international sensitivities cited in the National Education Basic Law, exhibits also a productive and innovative personality. | ||||||
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 | ÖE4211023 | Spring Semester | 2+0 | 2 | 4 |
| Course Program | Perşembe 15:30-16:15 Perşembe 16:30-17:15 |
| 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 | Able to express the theoretical and practical knowledge about general and special education and the knowledge of basic concepts, principles and theories about different disciplines contributing to this knowledge. | ||||||
| 2 | Able to compare and contrats the key theoretical approaches in the field verbally. | ||||||
| 3 | In different disciplines, develops, administers and evaluates the differentiated curriculum plans that the three factors of curriculum like content, process and product are differentiated according to the characteristics of students like the readiness level, interests and learning profile. | ||||||
| 4 | By taking into consideration all the developmental areas (intellectual, physical, emotional, personality etc.), has the knowledge of holistic development of students and administers the necessary techniques to develop them in these areas. | ||||||
| 5 | Within scientific framework, evaluates the theoretical and practical studies regarding the education of children with learning disabilities/difficulties critically and offers solutions. | ||||||
| 6 | Takes responsibility individually or as a member of a group that consists of colleagues from various disciplines to bring solutions for complex problems encountered in practices regarding the education of students with learning disabilities and/or difficulties. | ||||||
| 7 | In order to reach individual goals according to his/her learning needs, acquires the attitude of practicing lifelong learning principles. | ||||||
| 8 | Follows the new developments about special education via professional activities like literature review, seminar, conference, and workshop. | ||||||
| 9 | Uses Turkish accurately and effectively. | ||||||
| 10 | With the awareness of social responsibility, makes activities concerning the education of children with learning disabilities/difficulties and develops projects for the social environment in which he/she lives. | ||||||
| 11 | Knows the basic concepts and applies basic skills related to the profession. | ||||||
| 12 | During all phases of his/her research and studies, besides showing characteristics of acting respectfully to the social, scientific, cultural and ethical values with the consciousness of national and international sensitivities cited in the National Education Basic Law, exhibits also a productive and innovative personality. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |