VOCATIONAL SCHOOL OF HEALTH SERVICES
Department of Child Development| Course Name |
Child and Drama
|
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
|
CG 205
|
Fall
|
2
|
2
|
3
|
5
|
| Prerequisites |
None
|
|||||
| Course Language |
Turkish
|
|||||
| Course Type |
Required
|
|||||
| Course Level |
Short Cycle
|
|||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | Group WorkRole PlayingLecture / Presentation | |||||
| National Occupation Classification | - | |||||
| Course Coordinator | ||||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | This course aims to develop students' ability to use and implement drama as a method in early childhood education and to support it with other methods and techniques. |
| Learning Outcomes |
The students who succeeded in this course;
|
| Course Description | This course covers the planning and implementation of activities that use drama in children's education. |
| Related Sustainable Development Goals |
|
|
|
Core Courses |
X
|
| Major Area Courses | ||
| Supportive Courses | ||
| Media and Management Skills Courses | ||
| Transferable Skill Courses |
| Week | Subjects | Related Preparation |
| 1 | Introduction to Children and Drama: Fundamental Concepts, History, and Theoretical Approaches | Creative Drama in Education, pp. 1-93 |
| 2 | The Relationship Between Drama and Play | Creative Drama in Education, pp. 1-93 |
| 3 | Fundamental Components of Creative Drama and Drama Techniques | Creative Drama in Education, pp. 97-129 |
| 4 | Body, Movement, Space, and Sensory Awareness | Creative Drama in Education, pp. 40-93 |
| 5 | Drama in Emotion, Empathy, and Social-Emotional Development | Creative Drama in Education, pp. 1-93 |
| 6 | Drama and Arts Education: Music, Rhythm, Visual Arts, and Dance | Creative Drama in Education |
| 7 | Stories, Fairy Tales, Dramatization, and Drama | Creative Drama in Education, pp. 321-407 |
| 8 | Midterm Exam | |
| 9 | Drama and Dramatic Activities in Early Childhood Education | From Dramatic Activities to Drama in Early Childhood Education: From Theory to Practice |
| 10 | Drama in Language Development and Early Literacy | From Dramatic Activities to Drama in Early Childhood Education: From Theory to Practice, pp. 19-34 |
| 11 | Drama Using Puppets, Objects, Masks, and Other Dramatic Tools | From Dramatic Activities to Drama in Early Childhood Education: From Theory to Practice |
| 12 | Drama on Nature, the Environment, and Everyday Life | From Dramatic Activities to Drama in Early Childhood Education: From Theory to Practice; Creative Drama in Education |
| 13 | Activity Planning and Implementation Through the Creative Drama Method | From Dramatic Activities to Drama in Early Childhood Education: From Theory to Practice; Creative Drama in Education |
| 14 | Implementation, Presentation, and Evaluation of Creative Drama Activities | From Dramatic Activities to Drama in Early Childhood Education: From Theory to Practice; Creative Drama in Education |
| 15 | Examination of The Course | |
| 16 | Final Exam |
| Course Notes/Textbooks | Adıgüzel, Ö. (2018). Creative Drama in Education. Istanbul: Yapı Kredi Publications. ISBN: 978-975-08-4247-4. Ömeroğlu, E. (Ed.). (2018). From Dramatic Activities to Drama in Preschool Education: From Theory to Practice. Eğiten Kitap. ISBN: 978-605-5472-04-7. |
| Suggested Readings/Materials | Üstündağ, T. (2012). My Creative Drama Teacher’s Diary. Ankara: Pegem Publishing. ISBN: 978-975-6802-23-6. |
| Semester Activities | Number | Weigthing |
| Participation |
1
|
5
|
| Laboratory / Application |
1
|
5
|
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments |
1
|
10
|
| Presentation / Jury |
1
|
20
|
| Project | ||
| Seminar / Workshop | ||
| Oral Exams | ||
| Midterm |
1
|
20
|
| Final Exam |
1
|
40
|
| Total |
| Weighting of Semester Activities on the Final Grade |
5
|
60
|
| Weighting of End-of-Semester Activities on the Final Grade |
1
|
40
|
| Total |
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Theoretical Course Hours (Including exam week: 16 x total hours) |
16
|
2
|
32
|
| Laboratory / Application Hours (Including exam week: '.16.' x total hours) |
16
|
2
|
32
|
| Study Hours Out of Class |
14
|
2
|
28
|
| Field Work |
0
|
||
| Quizzes / Studio Critiques |
0
|
||
| Portfolio |
0
|
||
| Homework / Assignments |
1
|
15
|
15
|
| Presentation / Jury |
1
|
18
|
18
|
| Project |
0
|
||
| Seminar / Workshop |
0
|
||
| Oral Exam |
0
|
||
| Midterms |
1
|
15
|
15
|
| Final Exam |
1
|
20
|
20
|
| Total |
160
|
|
#
|
Program Competencies/Outcomes |
* Contribution Level
|
|||||
|
1
|
2
|
3
|
4
|
5
|
|||
| 1 |
To have the required contemporary theoretical and practical knowledge in his/her field. |
-
|
-
|
-
|
X
|
-
|
|
| 2 |
To use the material and technology related to his/her field, and make their maintenance, use the information and communication technologies at basic level. |
-
|
-
|
-
|
-
|
-
|
|
| 3 |
To have the competency to recognize the problems in his/her field, analyze them, develop evidence-based solutions and have the ability to share their suggestions with others. |
-
|
-
|
-
|
-
|
-
|
|
| 4 |
They are familiar with legal regulations concerning the protection of children's rights, and protective and preventive practices aimed at reducing child neglect and abuse. |
-
|
-
|
-
|
-
|
-
|
|
| 5 |
To communicate with patients, relatives and colleagues properly, comprehensively, honestly and explicitly, transfer his/her thoughts and knowledge through written and oral communication. |
-
|
-
|
-
|
-
|
-
|
|
| 6 |
To take responsibility as an active team member during the practices in his/her field. |
-
|
-
|
-
|
X
|
-
|
|
| 7 |
To commentate and evaluate the scientific information with a critical approach by the help of knowledge gained in his/her field. |
-
|
-
|
X
|
-
|
-
|
|
| 8 |
They understand the importance of lifelong learning, can identify and meet their learning needs, and follow and effectively utilize current professional developments. |
-
|
-
|
-
|
-
|
-
|
|
| 9 |
To act by considering the universal ethical values, social and cultural characteristics. |
-
|
-
|
-
|
-
|
-
|
|
| 10 |
To know the concepts of occupational safety, patient safety, environmental protection and quality, and fulfill the requirements. |
-
|
-
|
-
|
-
|
-
|
|
| 11 |
To be able to follow information in his field and communicate with colleagues in English at least a level of European Language Portfolio A2 General Level. |
-
|
-
|
-
|
-
|
-
|
|
| 12 |
They understand the characteristics specific to children's developmental stages, as well as their developmental challenges or special needs. |
-
|
-
|
-
|
-
|
-
|
|
| 13 |
To plan and carry out activities for development of people under their responsibility. |
-
|
-
|
-
|
-
|
-
|
|
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
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