Information Package / Course Catalogue
| Course Code | : SÖ251 |
| Course Type | : Required |
| Couse Group | : First Cycle (Bachelor's Degree) |
| Education Language | : Turkish |
| Work Placement | : N/A |
| Theory | : 2 |
| Prt. | : 0 |
| Credit | : 2 |
| Lab | : 0 |
| ECTS | : 4 |
At the end of the course, learners will be able to maintain the education curriculum and administrative process independently in an elementary school where there have been unified classrooms,
The root of drama art and drama in education. In Turkey and in the World, a short history of drama in education. Dorothy Heathcote and “Mantle of the Expert”. Definition of the concept “process drama” and principles of practice. Discussion of the relationship between drama in education and learning-teaching. Discussion of the relationship between drama in education and primary school programs. Basic techniques used for drama in education. Improvisation as a form of art and a technique for drama in education. Puppet and Mask: as a form of art, puppet and mask usage in drama through education. Usage of stories, legends, and poems in the drama: examples of literary scripts. Configuration of a drama lesson: looking through sample lesson plans In a representative instruction, configuring a drama lesson. Looking through the national labors in the field of drama in education. Looking through the foreign labors in the field of drama in education.
| Prof. Ruken AKAR VURAL |
| 1. | To be able to define basic concepts related to drama in primary school |
| 2. | To be able to tell the short history of drama in primary school concept in countries of the world |
| 3. | To be able to tell the short history of drama in primary school concept in Turkey |
| 4. | To be able to explain definition of Mantle of the Expert Approach to Education and the principles of usage |
| 5. | To be able to explain the concept of process drama and fundamental principles of it |
| 6. | To be able to explain the relationship between drama in education and learning-teaching |
| 7. | To be able to explain the relationship between drama in education and primary school programs with functional exemplaries |
| 8. | To be able to define the fundamental techniques used in the field of drama in education |
| 9. | To be able to edit improvisation suitable for primary school programs |
| 10. | To be able to explain how to use puppets and masks in primary school programs |
| 11. | To be able to explain literary scripts belonging drama in primary school |
| 12. | To be able to plan an instruction conception appropriate for primary school programs on the basis of drama in education |
| 13. | To acquire proficiency in primary school classroom management in drama |
| 14. | To gain awareness of the importance of drama in education |
| 15. | To follow the developments in drama in education in Turkey and the world |
| 16. | To be enthusiastic about making use of drama as a method in primary school programs |
| 1. | Şener, S. (1993). Oyundan Düşünceye, Gündoğan Yayınları, Ankara. |
| 2. | McCaslin, N. (1999). Creative Drama and Beyond, Longman. |
| 3. | Editör, Ali Öztürk. (2003). Çocukta Yaratıcılık ve Drama, Açıköğretim Fakültesi Okul Öncesi Öğretmenliği Lisans Programı, Anadolu Üniversitesi, Eskişehir. |
| 4. | Bowell, P., Heap, B. S. (2001). Planning Process Drama, David Fulton publishers, London. |
| 5. | Somers, J. (1994). Drama in The Curriculum, Cassel Educational limited. |
| 6. | Egri, L. (1996). Piyes Yazma Sanatı, Papirüs Yayınları, Ankara. |
| 7. | Wagner, B. J. (1999). Dorothy Heathcote-Drama as a Learning Medium, Calendar Island Publishers. |
| Type of Assessment | Count | Percent |
|---|---|---|
| Midterm Examination | 1 | %40 |
| Final Examination | 1 | %70 |
| Activities | Count | Preparation | Time | Total Work Load (hours) |
|---|---|---|---|---|
| Lecture - Theory | 14 | 0 | 2 | 28 |
| Lecture - Practice | 7 | 1 | 1 | 14 |
| Assignment | 7 | 1 | 1 | 14 |
| Reading | 14 | 1 | 1 | 28 |
| Midterm Examination | 1 | 5 | 1 | 6 |
| Final Examination | 1 | 9 | 1 | 10 |
| TOTAL WORKLOAD (hours) | 100 | |||
PÇ-1 | PÇ-2 | PÇ-3 | PÇ-4 | PÇ-5 | PÇ-6 | PÇ-7 | PÇ-8 | PÇ-9 | PÇ-10 | |
OÇ-1 | 3 | 4 | 5 | |||||||
OÇ-2 | 4 | 5 | ||||||||
OÇ-3 | 4 | 5 | ||||||||
OÇ-4 | 4 | 5 | ||||||||
OÇ-5 | 5 | |||||||||
OÇ-6 | 2 | 3 | 4 | |||||||
OÇ-7 | 4 | 5 | ||||||||
OÇ-8 | 4 | 5 | ||||||||
OÇ-9 | 4 | 5 | ||||||||
OÇ-10 | 5 | |||||||||
OÇ-11 | 4 | 5 | ||||||||
OÇ-12 | 4 | 5 | ||||||||
OÇ-13 | 4 | 5 | ||||||||
OÇ-14 | 4 | 5 | ||||||||
OÇ-15 | 4 | 5 | ||||||||
OÇ-16 | 4 | 5 | ||||||||