Creative Drama Education Research Articles

An Investigation of the Relationship between Democratic Attitudes and Communication Skills of Drama Educators

Creative drama encompasses two primary learning objectives: the internalization of democratic values and the cultivation of advanced communication skills. To foster these attributes in individuals through creative drama education, it is imperative that the educators themselves possess these skills. This research pursues a dual objective: firstly, it delves into the communication skills and democratic attitudes of creative drama educators, considering various influencing factors. Subsequently, it explores the correlation between communication skills and democratic attitudes. The study included 143 creative drama educators from 18 cities in Turkey. Various statistical analyses, including independent samples t-tests, Analysis of Variance (ANOVA), and Pearson Product Moment Correlation Analysis, were employed. The findings reveal that the gender and years of experience of drama educators are not significantly linked to their democratic attitudes or communication skills. However, the faculty that they are graduated from significantly impacts both their communication skills and democratic attitudes. Finally, the Pearson Product Moment Correlation Analysis demonstrates a significant and positive relationship between the communication skills and democratic attitudes of creative drama educators.

The impact of drama education and in-class education on nursing students' attitudes toward violence against women: A randomized controlled study

BackgroundNurses are the first to intervene in women who were subjected to violence. It is necessary to prepare prospective nurses for this difficult situation in order to enable them to provide quality health services to the victims. Nursing education is of critical importance in gaining nursing students sufficient competencies that they can utilize in intervening in such cases. ObjectivesThis study aims to determine the impact of creative drama education and in-class education on nursing students' attitudes toward violence against women. DesignThis study has a pre-test post-test parallel group randomized controlled design. SettingThis study was carried out at a nursing school in Turkey. ParticipantsSeventy-eight (n = 78) fourth-year undergraduate nursing science students. MethodIn the collection of data, personal information form and İSKEBE Violence Against Women Attitude Scale were used. Data were analyzed using descriptive statistics, Wilcoxon Signed Rank test, and Mann-Whitney U test. ResultsA statistically significant difference was found between the pre-test and post-test scores (Z = −4.911, p = 0.0001) of the experimental group (Z = −5054, p = 0.0001) and the control group. No significant correlation was found between the post-test scores of the experimental and control groups (Effect size = 0.06, Z = −0.525, p = 0.600). ConclusionIt was found that in-class teaching and creative drama were effective in changing the attitude toward violence against women. However, neither method was found to be superior to the other.

The Effects of an Authentic Collaborative Project on University Directing Students’ Learning Experiences

This phenomenological study reports an authentic collaborative project between students of acting and directing (AD) and students of Teaching English as Speakers of Other Languages (TESOL) in University Sains Malaysia (USM). The project, which is integrated and infused with features of authentic learning and creative drama education, aims to provide the AD students with new learning experiences that are authentic in nature and that focuses on their abilities to direct a full theatre performance. Using qualitative data collection methods (i.e., online reflections and open-ended items), the study identified and determined six meaningful learning experiences that the 29 AD students gained: (i) constructing, sharing, and utilizing knowledge; (ii) understanding roles as directors; (iii) identifying and solving problems; (iv) creating and building teamwork; (v) developing creativity in directing; and (vi) practising professionalism in directing. The paper also provides some guidelines for other practitioners and researchers to undertake similar projects in future and in other settings.

The effect of creative drama education on first-year undergraduate nursing student attitudes toward caring for dying patients

BackgroundBeing faced with death and caring for dying patients is one of the most difficult aspects of the nursing profession. As they are the nurses of the future, it is important to prepare nursing students for this difficult role so that they are able to provide a qualified caring service. Ensuring nursing students are given a qualified education plays a key role in nursing education. ObjectivesThis study was conducted to determine the effect of a creative drama education program on first year nursing students' attitudes toward caring for dying patients. DesignThis study was designed according to a quasi-experimental model with a pretest–posttest control group. SettingA medium-sized urban university school of nursing in Turkey. ParticipantsForty (n = 40) first grade Bachelor of Nursing Science (BSN) students. MethodA personal data form, Frommelt Attitude Scale for Caring for Dying (FATCOD), and Individual Patient Feedback Form for Creative Drama Education were used to collect the study data. Data were analyzed using descriptive statistics, the Wilcoxon Signed Rank test, and the Mann–Whitney U test. ResultsThe intervention group's mean posttest FATCOD score (112.45 ± 8.43) was higher than that of the control group (105.35 ± 8.67), and this difference was found to be statistically significant (U = 111.500; p = 0.017). There was a non-significant difference between the intervention (97.90 ± 8.25) and control group (101.55 ± 7.41) in the pretests (U = 148.500; p = 0.163). ConclusionCompared with the expression technique, creative drama education was found to be a more effective method for developing students' attitudes toward caring for dying individuals.

Evaluation of prospective teacher’s attitudes regarding creative drama courses

The aim of this study is to examine the attitudes of prospective teachers attending the teaching department in universities in North Cyprus according to various variables such as gender, age, department, class, place of residence of families and type of high school they graduated from. For this purpose, attitude scale towards creative drama course was applied to prospective teachers who took creative drama course in preschool teaching and hearing impaired education programs of Near East University. Before and after creative drama education and attitude scores of prospective teachers were examined according to independent variables. At the end of the study, it was seen that the prospective teachers' attitude scores towards creative drama differed significantly in favour of women before education, but this difference disappeared after education. In addition, it was found that the attitude scores of the prospective teachers did not show a statistically significant difference according to the variables of age, department, class, place of residence of families and type of high school they graduated from. Keywords: Age, attitude, class, creative drama, prospective teacher

Impact of Musical Creative Drama Education on Self-Confidence of Preschool Children

The aim of this study is to examine the impact of getting musical creative drama education on self-confidence of preschool children. The study was conducted in Tokat Private İlgim Schools, with 4, 5 and 6 year-old preschool children in the 2018-2019 academic year. The education was conducted with a total of 50 students, 29 being boys and 21 girls. The research data were collected through the Günalp self-confidence observation test that is applied to preschool children. At the end of the 10-week experimental period, the impact of creative drama education on self-confidence of preschool children was tested. SPSS program was used for data analysis. "ANOVA" was used in the comparison of the levels of self confidence by hometown, number of individuals living at the household, status of parents, number of siblings, child's birth order in the family, economic status of the family, age of starting school, caregivers before starting school, education level and occupation types. Results of the study showed that there was a significant difference in self-confidence development of preschool students as a result of creative drama studies. No statistically significant difference was found in the self-confidence development of students in terms of gender, hometown, number of individuals living at the household, status of parents, number of siblings, child's birth order in the family, economic status of the family, age of starting school, caregivers before starting school, education level and occupation types of parents. There was a significant difference between pre-school students' self-confidence in proportion to their ages. It was seen that musical creative drama activities make a positive impact on the self-confidence of preschool students.

5-6 yaş çocuklarına sayı kavramını kazandırmada drama çalışmalarının etkisinin incelenmesi

Erken çocukluk dönemi, gözle görülür değişimlerin yaşandığı ve çocuğun yaşamının temellerini oluşturan matematiksel kavramları öğrenmeye başladığı dönemdir. 5-6 yaşlarındaki çocuklar matematiksel beceri ve kavramların gelişiminde aktif öğrenmelerini sağlayan ortamlara ve kullanabilecekleri yöntemlere gereksinim duymaktadırlar. Bu yöntemlerden biri olan drama, çocukların matematiksel kavramları yaparak, yaşayarak ve eğlenerek öğrenmelerini kolaylaşmaktadır. Yarı deneysel yöntem kullanılan bu çalışmada, 5-6 yaş çocuklarına sayı kavram becerilerinin kazandırılmasında drama çalışmalarının etkisi incelenmiştir. Tesadüfi yöntemle belirlenen iki okul öncesi eğitim kurumundan çalışmaya katılmayı kabul eden toplam 60 çocuğun aileleri ile veli görüşmeleri yapılarak çalışma hakkında bilgi verilmiştir. Ailelere “Kişisel Bilgi Formu”, çocuklara ise ‘5-6 Yaş Çocuklar İçin Sayı ve İşlem Kavramları Testi’ uygulanmıştır. Ön test sonucunda yaş grubuna göre ortalamanın altında puan alan çocuklar seçilerek, tesadüfi yöntemle her bir eğitim kurumundan on beş deney, on beş kontrol olmak üzere otuz kişilik deney ve kontrol grubu oluşturulmuştur. Uzman görüşleri alınarak sayı ve işlem kavramlarının gelişimine yönelik hazırlanan drama planları, 15’er kişilik iki deney grubuna da altı hafta süreyle, haftada iki gün iki saat olarak uygulanmış, sonrasında deney ve kontrol gruplarına son testler uygulanmıştır. Araştırmanın sonucunda, 5-6 yaşa uygulanan yaratıcı drama eğitiminin çocuklara matematiksel becerileri ve sayı kavramlarını kazandırmada etkili olduğu tespit edilmiştir.

The Effectiveness of Mime‐Based Creative Drama Education for Exploring Gesture‐Based User Interfaces

AbstractUser interfaces that utilise human gestures as input are becoming increasingly prevalent in diverse computing applications. However, few designers possess the deep insight, awareness and experience regarding the nature and usage of gestures in user interfaces to the extent that they are able to exploit the technological affordances and innovate over them. We argue that design students, who will be expected to envision and create such interactions in the future, are constrained as such by their habits that pertain to conventional user interfaces. Design students should gain an understanding of the nature of human gestures and how to use them to add value to UI designs. To this end, we formulated an ‘awareness course’ for design students based on concepts derived from mime art and creative drama. We developed the course iteratively through the involvement of three groups of students. The final version of the course was evaluated by incorporating the perspectives of design educators, an industry expert and the students. We present the details of the course, describe the development process, and discuss the insights revealed by the evaluations.

The Impact of Creative Drama Education on Development of Social Skills of Elementary School Students

Social development can be defined as the adaptation process of persons to the society in which they live. The children learning the rules and value norms accepted by the society and live in harmony with the community is in parallel with the positive development of education of the child. Creative drama education plays an important role on development of behaviors with social content such as distinguishing social behaviors, reducing negative and noncompliant behaviors, entering into good relations with peers and establishing themselves in the community. The research was performed by offering creative drama-based education to a group of 14 elementary school students between the ages of 7 and 12 for 22 hours. During the education activity, single group preliminary test-final test model, one of experimental research designs, was used as method in order to be able to measure the impact on social development of students. The data were collected with personal information from using Scale for Developing Social Skills (SBDO) which was devised by Akcamete and Avcioglu (2005). As a result, it was detected from the general outlook of social skills evaluation scale of students included in the study that there was statistically significant difference between scores obtained before and after education, and that the scores obtained by students from the scale as a whole after education showed statistically significant increase.Keywords: creative drama; elementary education; social skills

The Impact of Creative Drama Education on Development of Social Skills of Elementary School Students

Social development can be defined as the adaptation process of persons to the society in which they live. The children learning the rules and value norms accepted by the society and live in harmony with the community is in parallel with the positive development of education of the child. Creative drama education plays an important role on development of behaviors with social content such as distinguishing social behaviors, reducing negative and noncompliant behaviors, entering into good relations with peers and establishing themselves in the community. The research was performed by offering creative drama-based education to a group of 14 elementary school students between the ages of 7 and 12 for 22 hours. During the education activity, single group preliminary test-final test model, one of experimental research designs, was used as method in order to be able to measure the impact on social development of students. The data were collected with personal information from using Scale for Developing Social Skills (SBDO) which was devised by Akcamete and Avcioglu (2005). As a result, it was detected from the general outlook of social skills evaluation scale of students included in the study that there was statistically significant difference between scores obtained before and after education, and that the scores obtained by students from the scale as a whole after education showed statistically significant increase. Keywords: creative drama; elementary education; social skills

The effect of creative drama on critical thinking in preservice physical education teachers

The purpose of the study is to examine whether creative drama (CD) education has an effect on critical thinking (CT) abilities of preservice physical education (PE) teachers. Participants comprised sixty-four students from a public university in central Turkey. The methodological framework for the study was an embedded mixed methods research design. ANCOVA tests revealed significant effects of CD on CT. After content analysis, the main emergent themes – utilization of critical thinking process and critical thinking dynamics involved in creative drama – also showed some evidence of improved CT abilities of preservice teachers.

Creative Drama Applications as Complementary for Constructivist Approaches for Science Courses: Teacher and Student's Evaluations

It is crucial that; application of new approaches, methods and techniques on the education of science and technology based on constructivism. It is also required that; teachers must ensure the sufficient level about the subjects new approaches-methods and techniques such as creative drama. The goal of this case study, is to investigate the opinions of 30 individual 6. class students and 2 science teachers about the utilization and effectiveness of creative drama practices which is improved and applied by the researcher. Towards this goal, it was worked that; applying of design of the creative drama education program, about lesson, In the research; observation, meeting and document analysis which are qualitative data collection tools are used in the determination of the opinions of the students and teachers tending to this application process. After the data that are achieved from the researches, observations and student views; creative drama application provides that students knows themselves more and learning by experience and provides an easier and enjoyable education media and also provides social development and communication. It is expected that; contributing to the area with regard to an addition to methods based on constructivism; but not contributing usage of creative drama in addition to conventional methods.

The values adopted by individuals receiving different levels of creative drama education

The values adopted by individuals receiving different levels of creative drama education

The efficiency of computer- Aided instruction and creative drama on academic achievement in teaching of integers to seventh grade students

This study aims to compare computer-aided instruction, creative drama and traditional teaching methods in teaching of Integers to the seventh grade students. The study was conducted in a primary school with eighty seven students (N=87) in a county of Agri, in spring term of academic year 2011-2012. A non equivalent control group quasi experimental research design was used for the evaluation. Data of study were obtained through educational achievement test. SPSS 16.0 software program was used for two-way ANOVA analysis. At the end of the study, most successful group was computer-aided instruction group, while there was no significant difference between creative drama and conventional education group.

The effectiveness of creative drama education on the teaching of social communication skills in mainstreamed students

The present study was conducted in order to evaluate the effectiveness of creative drama education on teaching the social communication skills of greeting, joining the group and initiating a conversation in preschool level disabled students integrated into mainstream education. A six-year-old hearing impaired female student attending the nursery class of a primary school administered by the Provincial Directorate of National Education in the Province of Konya was included in the study. The “Social Communication Skills Evaluation Observation Form”, which was developed by the researchers, was used as the data collection tool As the result of the study, it was found that creative drama education had a significant positive effect on the social communication skills of the subject.