Abant İzzet Baysal University ECTS Information Catalog

Course Code Type of Course ECTS Semestre Year of Study Level of Course Unit Mode of Delivery Language of Instruction
105004342006 Compulsory 5.00 8 4 First Cycle Face-to-Face Turkish

Objectives of the Course

It is aimed to primarily contributes to the personal development of teachers in this course and also to gain hardware from the professional point by way of introducing a teaching method applied. Accordingly, prospective teachers in the individual sense critical thinking skills, creative thinking skills, problem solving skills, communication and interaction skills, language skills, socialization skills, such as basic skills in addition to developing, self-perception, sense of self, empathy and a sense of belonging develop main goal, the professional sense Besides the theoretical structure of the method embodiments also to internalize the experience with all the details and in this sense the method effectively come to levels that are intended to apply.

Name of Lecturer(s)

Yrd. Doç. Dr. Harun BERTİZ

Prerequisites and co-requisities

None

Recommended Optional Programme Components

None

Course Contents

Drama of the word origin and meaning in education, a teaching method as a drama definition, meaning and features of the curriculum coincides with and overlapping points of drama method of the historical process and the development of the drama, the theoretical foundations and schools, drama schools, the implementation of the forms and methods of contribution, drama and approaches in drama and the nature of philosophy, drama method the basic structure, stages and characteristics, in drama the basic concepts, drama similar terms (drama, Sociodrama, creative drama, drama-play, theater, dramatization) difference, drama, games, history and importance, in drama learning environment, teachers and the concept of leadership qualities, and characteristics of specific techniques involved in drama, drama assessment, according to the applied fields of application forms of drama, and drama practices examples.

Weekly Detailed Course Contents

  • 01 The general structure of the course, general information about the process. Drama and basic concepts.
  • 02 What is drama? The origin of the word drama, the basic structure, the basic stages, the basic principles of educational definition, in the training program, its historical development, the difference between theater and drama and overlaps.
  • 03 Drama of the theoretical foundations, schools and approaches, schools of understanding and dramas contribution to the process, drama, nature and philosophy of the play and its importance, in drama learning environment and features, drama teacher qualifications and leaders.
  • 04 In the drama, the basic techniques, structure, format and objectives (out of a fiction practical expression).
  • 05 Imagination and the Imagination of Power Studies, Creative and Critical Thinking Process
  • 06 Communication and Interaction Studies
  • 07 Attention, Perception and Awareness Study
  • 08 Midterm Exam
  • 09 Harmony, trust and Sensation Work
  • 10 Formats Creating Story with dramatic way, creative and fictional Processes
  • 11 Unfinished material techniques and exit points in drama (Painting, Photography, Object, Image, Letter, Daily)
  • 12 Peter Slade, Dorothy Heathcote, Gavin Bolton and Cecily O'Neill Approaches and Practice 1
  • 13 Peter Slade, Dorothy Heathcote, Gavin Bolton and Cecily O'Neill Approaches and Practice 2
  • 14 General Evaluation relevant Drama and Implementation Process, Process Summarizing, clarification and reinforcement
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Recommended or Required Reading

Creative Drama in the Classroom and Beyond (Nellie McCaslin), Structure and Spontaneity the Process drama of Cecily O'Neill (Philip Taylor and Christine D. Warner), On The Subject Of Drama (Edit. David Hornbrook), Beginning Drama 11-14 (Jonothan Neelands), Structuring Drama Work (Jonothan Neelands and Tony Goode), Drama 7-11 developing primary teaching skills (Neil Kitson and Ian Spiby), Drama for Learning (Dorothy Heathcote and Gavin Bolton), Drama in the Classroom-Creative Activities for Teachers, Partners & Friends (Polly Erion).

Planned Learning Activities and Teaching Methods

Assessment Methods and Criteria

Term (or Year) Learning ActivitiesQuantityMean Percentage
Midterm Examination150
Attending Lectures1410
Practice1410
Role Play/Dramatization1410
Individual Study for Mid term Examination1410
Performance1410
TOTAL100
End Of Term (or Year) Learning ActivitiesQuantityMean Percentage
Final Examination150
Project Preparation140
Individual Study for Final Examination1410
TOTAL100
Term (or Year) Learning Activities40
End Of Term (or Year) Learning Activities60
TOTAL100

Work Placement(s)

None

Workload Calculation

 ActivitiesCountDuration (hrs)Total Workload
1Midterm Examination111
2Final Examination111
3Attending Lectures12448
4Practice10440
5Project Preparation248
6Role Play/Dramatization6424
7Individual Study for Mid term Examination144
8Individual Study for Final Examination144
9Performance6424
Total Workload154 Hours

Learning Outcomes & Contribution to Program Outcomes

Learning OutcomesProgram Outcomes
12345678910111213
The origin of the word drama, and educational means to make the definition.             
Recognition the historical processes, approaches and development stages of drama in this process.             
Understanding the differences between different concepts and practices such as drama, creative drama, psychodrama, sociodrama, games, dramatization, etc..             
To reveal the similarities and differences between drama and theater.             
To know the structure of its special drama techniques, goals and embodiments .             
Understanding the nature of drama and philosophy.             
Understanding the basic steps of drama lessons and its practices’ properties.             
Understanding the drama teacher /leader concept and its the nature and characteristics.             
To have an idea about a drama course and how the classroom environment should be planned as it should be.             
To become to recognize the application forms and approaches of Peter Slade, Dorothy Heathcote, Gavin Bolton, Cecily O'Neill.             
Understanding the play and its importance, and also its role on individual developments.             
To be able to plan an application of a drama according to different areas, issues and achievements.             
To be able to develop solutions to existing problems and to produce instant solutions to problem situations.             
To develope different perspectives and critical thinking for the examined any matter, event or situations.             
To be able to think creatively on examined any matter, circumstance or events.             
To be able to communicate with friends and peer groups from effective way, to interact and self-expression in a good way.             
To able to express themselves and their thinkings best, to use language and body language effectively.             
To be able to express themselves freely to the face of a community or group and to act with a sense of self-confidence.             
To provide the mental, physical coordination, and be able to stable.              
To respect different opinions and thoughts, reviews the events from the perspective of others.             
To be able to tolerate the opinions and the behavior of the others and gain the habit of working together.             
To be able to act with a sense of belonging to a group and be able to trust their friends.             
To adapt to theirs environment and win aesthetic values .             
To reveal effective products on examined the situation, problem situation or topic.             

1 Very Low
2 Low
3 Medium
4High
5 Very High