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| Course Description |
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| Course Name |
: |
Drama in Early Childhood |
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| Course Code |
: |
O 210 |
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| Course Type |
: |
Compulsory |
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| Level of Course |
: |
First Cycle |
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| Year of Study |
: |
2 |
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| Course Semester |
: |
Spring (16 Weeks) |
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| ECTS |
: |
5 |
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| Name of Lecturer(s) |
: |
Prof.Dr. YAŞARE AKTAŞ ARNAS
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| Learning Outcomes of the Course |
: |
Realizes the importance of drama in child development.
Has general information about preschool education drama basics and practices these.
Has information about how drama can be used as a method and a discipline.
Explains educational drama methods and techniques.
Realizes and explains the differences between educational drama, play and theater.
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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 |
: |
Teacher candidates develop positive attitude on drama education and to teach the basic concepts and methods of 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 |
: |
in drama class. |
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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 |
Meeting-Stiring-Rhythme themed basic preparation practices. |
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Group Working |
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2 |
Meeting-Stiring-Rhythme themed basic preparation practices. |
Preaparing sample activities |
Group Working |
|
3 |
Two Paired and Three Paired improvisation plans and practices. |
Preaparing sample activities |
Problem Solving, Role Play/ Drama |
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4 |
Basic components of dramatic fiction and practices of two-three paired improvisation practices. |
Preaparing sample activities |
Lecture, Problem Solving, Role Play/ Drama |
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5 |
Drama basic techniques model applications. |
Preaparing sample activities |
Role Play/ Drama |
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6 |
Discussing the theoretical knowledge about drama. |
reading |
Discussion |
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7 |
İmprovisation based on objects. |
examples of activities to prepare |
Role Play/ Drama |
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8 |
Midterm Exam. |
reading |
written examination |
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9 |
İmprovisation based on tale and stories. |
Preaparing sample activities |
Role Play /Drama |
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10 |
İmprovisation based on poetry. |
reading |
Role Play /Drama |
|
11 |
İmprovisation based on photo. |
reading |
Role Play /Drama |
|
12 |
İmprovisation based on music. |
reading |
Role Play /Drama |
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13 |
Practices of procedural drama. |
reading |
Role Play /Drama |
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14 |
Model drama practices. |
Preaparing sample activities |
Role Play /Drama |
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15 |
General Assessment. |
rading |
Discussion |
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16/17 |
Final Exam |
reading |
written examination |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 copies
Adıgüzel, Ö. 2013. Creative Drama in Education.Ankara, Pegem Akademi.
Vural R.A. 2011. Primary Drama: Theory and Practice ,Ankara ,Pegem Akademi .
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| Required Course Material(s) | |
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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.) |
1 |
60 |
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Homeworks/Projects/Others |
7 |
40 |
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Total |
100 |
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Rate of Semester/Year Assessments to Success |
40 |
| |
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Final Assessments
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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* |
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1 |
Explains basic concepts related to Science and Mathematics. |
0 |
|
2 |
Modifies education settings to accommodate children with special needs and applies an inclusive education. |
0 |
|
3 |
Has the skills of active listening, empathy, self-expression, and use of communication technology for effective interpersonal communication. |
0 |
|
4 |
Explains the theories of development, learning, and education related to pre-school children. |
0 |
|
5 |
Prepares an annual/daily plan by considering pre-school children´s developmental characteristics, individual differences, and their interests and needs. |
0 |
|
6 |
Does multifaceted assessment and evaluation to support children´s development and provide long lasting educational effects. |
0 |
|
7 |
Explains regulations, principles and education program about early childhood education. |
0 |
|
8 |
Applies appropriate methods and techniques to support children´s development from all perspectives. |
3 |
|
9 |
Designs and organizes educational environments in accordance with children´s developmental needs, physical conditions and principles of effective classroom management. |
0 |
|
10 |
Chooses, prepares and uses materials appropriate for children´s developmental level and individual characteristics. |
0 |
|
11 |
Uses family involvement strategies actively. |
0 |
|
12 |
Has the ability to search, discover, create alternative solutions, reach information, think critically and engages in productive discussions for personal and professional improvement. |
0 |
|
13 |
Uses information technology effectively to reach educational goals. |
0 |
|
14 |
Improves him-/herself continuously in scientific, social, cultural and athletic field besides professional development. |
0 |
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15 |
Plans and conducts a scientific project , and do necessary analysis by using scientific research methodology . |
0 |
|
16 |
Has necessary skills and knowledge in the fields of music, games and drama. |
5 |
|
17 |
Takes an active role in individual and group activities and successfully finish the tasks. |
3 |
|
18 |
Uses her/his knowledge in professional and daily life in accordance with social responsibility and ethics. |
0 |
|
19 |
Considers issues related to educational settings and daily life based on historical, philosophical and sociological perspectives. |
0 |
|
20 |
Shows critical, creative and independent thinking abilities and posseses a multi dimensional perspective on professional, social and cultural issues. |
0 |
| * 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 |
2 |
28 |
| Assesment Related Works |
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Homeworks, Projects, Others |
7 |
2 |
14 |
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Mid-term Exams (Written, Oral, etc.) |
1 |
8 |
8 |
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Final Exam |
1 |
18 |
18 |
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Total Workload: | 124 |
| Total Workload / 25 (h): | 4.96 |
| ECTS Credit: | 5 |
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