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| Course Description |
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| Course Name |
: |
Creative Drama İn Social Sciences |
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| Course Code |
: |
SB 406 |
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| Course Type |
: |
Compulsory |
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| Level of Course |
: |
First Cycle |
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| Year of Study |
: |
4 |
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| Course Semester |
: |
Spring (16 Weeks) |
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| ECTS |
: |
6 |
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| Name of Lecturer(s) |
: |
Asst.Prof.Dr. ÖZLEM KAF HASIRCI
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| Learning Outcomes of the Course |
: |
Describes the points to be considered in social sceince course drama activities.
Describes techniques that facilitate the entry of the role of children in drama in social science course
Configures the stages of drama in education
Plans drama activities in education taking into account the different subject areas in social science course
Describes the main techniques used in drama
Is willing to work with a group.
Becomes aware of his/her personal features.
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| Mode of Delivery |
: |
Face-to-Face |
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| Prerequisites and Co-Prerequisites |
: |
None |
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| Recommended Optional Programme Components |
: |
None |
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| Aim(s) of Course |
: |
The aim of this course is to provide the meaning of educational drama and its features and the differences from the other implementations, to provide the structure and implementation steps of educational drama, to explain the techniques in implementation to different age groups, to facilitate the regulation of educational drama setting, to teach the evaluation of educational drama, to provide the planning and implementation of elementary educational drama |
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| Course Contents |
: |
Description and meaning of educational drama, its difference from related concepts (psycho-drama, creative drama, drama-play, etc.), history of drama in child studies, structure of educational drama and its phases, classification of educational drama in terms of age groups and application fields, environment of educational drama and qualities of a teacher, special techniques in educational drama, evaluation of educational drama, examples of educational drama. |
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| Language of Instruction |
: |
Turkish |
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| Work Place |
: |
drama classroom |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
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1 |
Meet and give information about the course content |
none |
Lecture, questions-answers, games |
|
2 |
warm-up activities |
none |
Role playing/Games/Drama |
|
3 |
warm-up activities |
none |
Role playing/Games/Drama |
|
4 |
Activities about sense |
none |
Role playing/Drama |
|
5 |
Improvasition from photograph |
none |
Role playing/Drama |
|
6 |
Improvasition from objects |
none |
Role playing/Drama |
|
7 |
Read and evaluate the articles about drama, drama techniques and drama process |
read articles |
individual learning |
|
8 |
theorotical knowledge |
read related literature |
Lecturing, questions-answers, discussion |
|
9 |
An example plan about social science course |
none |
Role playing/Drama/ discussion |
|
10 |
An example plan about social science course |
none |
Role playing/Drama/ discussion |
|
11 |
An example plan about social science course |
none |
Role playing/Drama/ discussion |
|
12 |
Prepare a plan |
read about planning and drama process in the litarature |
Lecturing, questions-answers, discussion, brain storming |
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13 |
Evaluation of the drama plans |
none |
Presentation/questions-answers/Discussion |
|
14 |
Evaluation of the drama plans |
none |
Presentation/questions-answers/Discussion |
|
15 |
Evaluate the semestre |
none |
discussion |
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16/17 |
final |
prepared for the exam |
written exam |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 Üstündağ, T. (2003). Yaratıcı drama öğretmeninin günlüğü. (5. Baskı). Ankara: Pegem A Yayıncılık.
Adıgüzel, H. Ö.(2002). Yaratıcı drama: 1985-1995 yazılar. Ankara: Naturel Kitap Yayıncılık
MEB komisyon, (2004). İlköğretim drama 1: Öğretmen için.(Dördüncü Baskı). İstanbul: Devlet Kitapları Müdürlüğü.
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| |
| Required Course Material(s) |
Öztürk, A. (2007). (Ed.) İlköğretimde Drama, Eskişehir: Anadolu Üniversitesi Açıköğretim Fakültesi Yayınları No:915.
Fulford, J.; Hutchings, M.; Ross, A.; Schmitz, H. (2001). İlköğretimde drama. (Çev. Leyla Küçükahmet, Hande Borçbakan, S. Sadi Karamanoğlu). Ankara: Nobel Yayın Dağıtım
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Assessment Methods and Assessment Criteria |
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Semester/Year Assessments |
Number |
Contribution Percentage |
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Mid-term Exams (Written, Oral, etc.) |
0 |
100 |
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Homeworks/Projects/Others |
1 |
0 |
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Total |
100 |
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Rate of Semester/Year Assessments to Success |
40 |
| |
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Final Assessments
|
100 |
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Rate of Final Assessments to Success
|
60 |
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Total |
100 |
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| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
They use the methods to enrich empathy, critical and creative thinking, effective decision making compatible with humanistic values and problem solving skills. |
0 |
|
2 |
They plan teaching-learning process noting students´ individual differences and the characteristics of the subject focus. |
0 |
|
3 |
They develop original materials student-oriented instruction and use information technologies. |
0 |
|
4 |
They avoid beiong mechanical in measurement and evaluation and use creative and elaborative forms to provide multiple development of the students. |
0 |
|
5 |
They explain information production methods of Social Sciences. |
0 |
|
6 |
The graduates of Social Studies Education explain basic notions of the Social Sciences. |
0 |
|
7 |
They recognize the cultural structures of their own and other societies. They also evaluate reasons and outcomes of changes throughout history. |
0 |
|
8 |
They define the location of their place on Earth. They evaluate social, political and economical effects of geographical location and the results of them. |
0 |
|
9 |
They become aware of the importance of using natural sciences and arts to apprehend the Earth multidimentionally. They define their scientific, cultural, artistic and social needs and develop themselves continually. |
0 |
|
10 |
They relate the disciplines that contribute to content of Social Studies lesson, applying the required specific instruction methods for the program. |
5 |
|
11 |
They describe the applications to create democratic learning environment and make the classroom a real piece of life. |
0 |
|
12 |
They communicate with their students and social environment in different cultures, they defend the fact that problems can be solved peacefully. |
0 |
|
13 |
They recognize scientific basis of education. |
0 |
|
14 |
They evaluate themselves in terms of their own professional qualifications. |
3 |
|
15 |
They avoid discrimination and defend that living an honorable and human-rights convenient life is required for all humanity. |
2 |
|
16 |
They become a citizen-teacher model. They struggle for a solution to current problems of the globe and their own environment as a participant member of the society. |
0 |
|
17 |
They value self-confidence, braveness to question and power of changing. They want to study hard and take responsibility for achieving that goal. |
5 |
|
18 |
They reach information sources and evaluate their learnings in a critical attitude. |
2 |
|
19 |
They value life-long learning. |
2 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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| Student Workload - ECTS |
| Works | Number | Time (Hour) | Total Workload (Hour) |
| Course Related Works |
|
Class Time (Exam weeks are excluded) |
14 |
4 |
56 |
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Out of Class Study (Preliminary Work, Practice) |
14 |
6 |
84 |
| Assesment Related Works |
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Homeworks, Projects, Others |
1 |
10 |
10 |
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Mid-term Exams (Written, Oral, etc.) |
0 |
0 |
0 |
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Final Exam |
1 |
5 |
5 |
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Total Workload: | 155 |
| Total Workload / 25 (h): | 6.2 |
| ECTS Credit: | 6 |
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