| Child Development | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code: | CGE033 | ||||
| Course Name: | Creative drama | ||||
| Semester: | Spring | ||||
| Course Credits: |
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| Language of instruction: | Turkish | ||||
| Course Condition: | |||||
| Does the Course Require Work Experience?: | No | ||||
| Type of course: | Departmental Elective | ||||
| Course Level: |
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| Mode of Delivery: | Face to face | ||||
| Course Coordinator: | Dr. HANDAN BELİVERMİŞ | ||||
| Course Lecturer(s): | Handan Belivermiş | ||||
| Course Assistants: |
| Course Objectives: | To gain knowledge about basic concepts and application steps and techniques used in creative drama processes. |
| Course Content: | Basic concepts about drama, differences between drama and theatre. Psychodrama, creative drama, drama-play and drama in education. Planning the creative drama process in education. Historical development of drama. Application steps of creative drama. Classification of creative drama according to age and developmental stages. Componants of drama. Characteristics of drama teachers. Drama as a teaching and learning method. Relationship of drama with child development discipline. Effects of drama on childrens developmental areas . Drama techniques. Practical studies. |
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The students who have succeeded in this course;
1) Students can define the structure of drama in education 2) Students can classify drama in education according to age groups and application areas 3) Students can evaluate applications of drama in education |
| Week | Subject | Related Preparation |
| 1) | Basic concepts about drama, differences between drama and theatre. | |
| 2) | Psychodrama, creative drama, drama-play and drama in education. Planning the creative drama process in education - Practice | |
| 3) | Historical development of drama. Historical development of drama in Turkey - Practive | |
| 4) | Application steps of creative drama - Practice | |
| 5) | Classification of creative drama according to age and developmental stages. Componants of drama - Practice | |
| 6) | Characteristics of drama teachers. Possible problems a teacher encounters in drama process. Drama as a teaching and learning method - Practice | |
| 7) | Relationship of drama with child development discipline. Effects of drama on childrens developmental areas - Practice | |
| 8) | Techniques: voice usage, improvisation, role play, role on the wall, costume, letter, photo frame, drama with small goups, rituel, flashback - flashforwards, teacher in role - Practice | |
| 9) | Midterm | |
| 10) | Techniques: marking the moment, narration, thought tracking, speech directions, dramatisation, role cards - Practice | |
| 11) | Techniques: marking the moment, narration, thought tracking, speech directions, dramatisation, role cards - Practice | |
| 12) | Practice ( students) | |
| 13) | Practice ( students) | |
| 14) | Practice ( students) |
| Course Notes / Textbooks: | Eğitimde Yaratıcı Drama, Ömer Adıgüzel, Naturel Yayınevi |
| References: | 1- Yaratıcı Drama Öğretmenimin Günlüğü, Tülay Üstündağ, Pegem Akademi Yayıncılık 2- Yaşayarak Öğrenme İçin Eğitici Drama, Alev Önder, Epsilon Yayınları 3- Oyun, Çocuk, Tiyatro, Özdemir Nutku, Özgür Yayınları |
| Course Learning Outcomes | 1 |
2 |
3 |
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| Program Outcomes | |||||||||||||||
| 1) Have the basic theoretical knowledge about health, education and support services, organizational structure and systematic. | 2 | ||||||||||||||
| 2) Uses the sciences such as health, education and psychology in addition to the basic knowledge and skills of the Child Development discipline and uses these sciences effectively. | |||||||||||||||
| 3) To express himself/herself as an individual and a team member in the education, justice, culture, health and other related institutions related to Child Development, he/she carries out the necessary professional work independently and takes responsibility. | 3 | ||||||||||||||
| 4) To understand the basic concepts, approaches and theories related to the field of child development, relate the current experiences with national and international developments. | |||||||||||||||
| 5) Acts in accordance with social, scientific, cultural and ethical values in all studies in the field of Child Development. | |||||||||||||||
| 6) Defines the problems encountered based on the knowledge and skills required by the discipline of Child Development and develops solutions. | |||||||||||||||
| 7) Determines the learning needs of lifelong learning related to Child Development and makes the necessary guidance. | |||||||||||||||
| 8) Works in collaboration with the family and the child and social, cultural structure and works in cooperation with the area of Child Development. | |||||||||||||||
| 9) Plans, prepares and evaluates the materials (books, information notes, booklets, toys, educational instructional tools etc.) required by the field of Child Development and uses the materials in accordance with the best interests of the child and the family. | |||||||||||||||
| 10) Knows the basic knowledge necessary for professional practices in education, justice, culture, health and other related institutions about child development. | |||||||||||||||
| 11) Acts in accordance with professional ethics and social responsibility in all social practices and professional practices. | |||||||||||||||
| 12) Participate the society and other professional groups about child development. | |||||||||||||||
| 13) Have the ability to use advanced computer skills in terms of European computer use license. | |||||||||||||||
| 14) Have the ability to use advanced computer skills in terms of European computer use license. | |||||||||||||||
| 15) They are sensitive regarding the universality of social rights and quality and protection of cultural values and occupational health and safety issues in the field of Child Development. | |||||||||||||||
| No Effect | 1 Lowest | 2 Average | 3 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Have the basic theoretical knowledge about health, education and support services, organizational structure and systematic. | 2 |
| 2) | Uses the sciences such as health, education and psychology in addition to the basic knowledge and skills of the Child Development discipline and uses these sciences effectively. | 3 |
| 3) | To express himself/herself as an individual and a team member in the education, justice, culture, health and other related institutions related to Child Development, he/she carries out the necessary professional work independently and takes responsibility. | 3 |
| 4) | To understand the basic concepts, approaches and theories related to the field of child development, relate the current experiences with national and international developments. | 3 |
| 5) | Acts in accordance with social, scientific, cultural and ethical values in all studies in the field of Child Development. | 3 |
| 6) | Defines the problems encountered based on the knowledge and skills required by the discipline of Child Development and develops solutions. | 3 |
| 7) | Determines the learning needs of lifelong learning related to Child Development and makes the necessary guidance. | 3 |
| 8) | Works in collaboration with the family and the child and social, cultural structure and works in cooperation with the area of Child Development. | 3 |
| 9) | Plans, prepares and evaluates the materials (books, information notes, booklets, toys, educational instructional tools etc.) required by the field of Child Development and uses the materials in accordance with the best interests of the child and the family. | 3 |
| 10) | Knows the basic knowledge necessary for professional practices in education, justice, culture, health and other related institutions about child development. | 3 |
| 11) | Acts in accordance with professional ethics and social responsibility in all social practices and professional practices. | 3 |
| 12) | Participate the society and other professional groups about child development. | 3 |
| 13) | Have the ability to use advanced computer skills in terms of European computer use license. | 3 |
| 14) | Have the ability to use advanced computer skills in terms of European computer use license. | 3 |
| 15) | They are sensitive regarding the universality of social rights and quality and protection of cultural values and occupational health and safety issues in the field of Child Development. | 3 |
| Semester Requirements | Number of Activities | Level of Contribution |
| Midterms | 1 | % 40 |
| Final | 1 | % 60 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 40 | |
| PERCENTAGE OF FINAL WORK | % 60 | |
| total | % 100 | |
| Activities | Number of Activities | Workload |
| Course Hours | 14 | 42 |
| Study Hours Out of Class | 16 | 27 |
| Presentations / Seminar | 5 | 10 |
| Midterms | 1 | 2 |
| Final | 4 | 8 |
| Total Workload | 89 | |