| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | SEÇ1262015234 | DRAMA II | Elective | 1 | 2 | 2 |
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| Level of Course Unit |
| First Cycle |
| Objectives of the Course |
| • to teach interprete technological developments and other related artistic and cultural perceptions
• to equip students with the knowledge and skills of philosophical perspective
• to develop the ability of the students to understand contemporary/actual practises
• to give students the opportunity to analyse the organic relationships between art, communication and society
• to enable students develop acting styles
• to allow students become proficient in acting styles
• to give the students basic information about the nature of acting styles
• to provide the basic knowledge about creative environment
• to introduce the students with their creative ideas into multidisciplinary applications
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| Name of Lecturer(s) |
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| Learning Outcomes |
| 1 | To have the knowledge and skills of drama in education, | | 2 | Effectively be able to have experiences on drama tecniques, | | 3 | Able to transfer the knowledge and skills of drama in education, | | 4 | To educate using drama tecniques, | | 5 | To be able to receive responsibilities as an individual and a team member to a drama group |
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| Mode of Delivery |
| Formal Education |
| Prerequisites and co-requisities |
| None |
| Recommended Optional Programme Components |
| None |
| Course Contents |
| • Narration
• Discussion
• Improvisation
• Role playing
• Creativity |
| Weekly Detailed Course Contents |
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| 1 | Introduction: Drama in Education and its objectives | | | | 2 | Drama and the group: Contributing the drama as an individual and as a group. | | | | 3 | Developing the group dynamic. | | | | 4 | Drama and dramatic play. | | | | 5 | Exercises on observation, concentration, creativity, role taking and using body language. | | | | 6 | Exercises on observation, concentration, creativity, role taking and using body language | | | | 7 | Drama and dramatic play. | | | | 8 | Midterm Exam | | | | 9 | Exercises on dramatic conflict, tension, focus, time and space. | | | | 10 | Exercises on character and creating dramatic meaning. | | | | 11 | Improvisation: different improvisation technics. | | | | 12 | Improvisation: different improvisation technics. | | | | 13 | From improvisation to teaching: drama as a tool. | | | | 14 | From improvisation to teaching: drama as a tool. | | | | 15 | Final Exam | | | | 16 | Final Exam | | |
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| Recommended or Required Reading |
| - Sağlam, Tülin. Eğitimde Drama ve Türk Çocuklarının Ritüel Nitelikli Oyunlarının Eğitimde Dramada Kullanumı. Ankara: A.Ü. Sosyal Bilimler Enstitüsü, 1997 (Yayımlanmamış Doktora Tezi)
- Adıgüzel, Ömer (Editör). Yaratıcı Drama (1985-1995 Yazılar) Ankara: Naturel, 2002.
- Aslan, Naci. (Editör). Dramaya Çok Yönlü Bakış (Türkiye 3. Drama Liderleri Buluşması ve Ulusal Drama Semineri Notları). Ankara: Fersa Matbaası,2001)
- Aslan, Naci (Editör). Okul Öncesinde Drama ve Tiyatro(Türkiye 5. Drama Liderleri Buluşması ve Ulusal Drama Semineri Notları). Ankara: Fersa Matbaası,2003)
- Bolton, Gavin. Selected Writings. New York: Longman, 1986.
- Slade, Peter. Child Play. London: Jessica Kingsley Publishers,1995.
- McCaslin, Nelie. Creative Drama in the Classroom. N.Y: Longman,1990.
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| Planned Learning Activities and Teaching Methods |
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| Assessment Methods and Criteria | |
| SUM | 0 | |
| SUM | 0 | | Yarıyıl (Yıl) İçi Etkinlikleri | 40 | | Yarıyıl (Yıl) Sonu Etkinlikleri | 60 | | SUM | 100 |
| | Language of Instruction | | Turkish | | Work Placement(s) | | None |
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| Workload Calculation |
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| Midterm Examination | 1 | 2 | 2 |
| Final Examination | 1 | 2 | 2 |
| Individual Study for Final Examination | 28 | 2 | 56 |
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| Contribution of Learning Outcomes to Programme Outcomes |
| LO1 | 4 | 5 | 5 | 5 | 5 | 5 | 4 | 5 | 4 | 1 | 5 | 1 | | LO2 | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 5 | 4 | 1 | 5 | 2 | | LO3 | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 5 | 4 | 1 | 5 | 2 | | LO4 | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 5 | 4 | 1 | 5 | 1 | | LO5 | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 5 | 4 | 1 | 5 | 1 |
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| * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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