Creative Drama Research Articles

From Rivers to Confetti: Reconfigurations of Time through New Media Narratives

From Rivers to Confetti: Reconfigurations of Time through New Media Narratives

Fen ve Teknoloji Dersinde Dijital Öyküleme Sürecinde Yaratıcı Drama Kullanımının Öğrencilerin Bilimsel Yaratıcılıkları ve Dijital Öyküleri Üzerindeki Etkisi

Bu araştırmada, 7. Sınıf fen ve teknoloji dersinde dijital öyküleme sürecinde yaratıcı drama kullanımının öğrencilerin bilimsel yaratıcılığı ve dijital öyküleri üzerindeki etkisini incele-mek amaçlanmıştır. Araştırma, karma yöntem desenlerinden açımlayıcı sıralı karma yöntem desenine uygun olarak düzenlenmiştir. Araştırmanın nicel boyutunda dijital öyküleme sürecinde yaratıcı drama kullanımının, öğrencilerin; bilimsel yaratıcılıkları üzerindeki etkilerini incelemek için “Öntest-Sontest Kontrol Gruplu Yarı Deneysel Araştırma Modeli” uygulanmıştır. Araştırmanın nitel verileri ise açık uçlu soru formu ve dijital öyküleme rubriği ile toplanmıştır. Araştırma sonucu dijital öyküleme sürecinde drama kullanımının 7. sınıf öğrencilerinin bilimsel yaratıcılıkları üzerinde olumlu yönde etkiye sahip olduğunu ortaya koymuştur.

Effects of a Creative Drama Assisted Psychology Course on Students' Social Anxiety, Level of Empathic Tendency, Communication and Assertiveness Skills.

Some areas of education place students at the centre of learning; for example, creative drama is one of these active learning methods. The purpose of this study was to determine the effect of a creative drama-supported psychology course on the levels of self-concept, social anxiety, empathic tendency, and communication/assertiveness skills of 2 nd year ACU Faculty of Health Sciences Nursing Department students. For this study, a quasi-experimental research model with a control group, pre-test, and post-test design was utilized. The teaching methods suggested by the current psychology curriculum were utilized with both the control and experimental groups, and for the experimental group the identical curriculum was also supported through the creative drama method. The study was conducted on sophomore students enrolled in sections A and B of the psychology course offered in the nursing department of Artvin Coruh University. Also, the group which was enrolled to take the drama-supported psychology course was selected randomly. It was determined that students in the experimental and control groups were similar in terms of their age, gender, family type, place of residence, level of social anxiety, empathic tendency skills, communication skills, and level of assertiveness. At the outset of the study, the number of students constituting the research group totalled 63, with 28 in the experimental group considered Class A, and 35 as a control group considered Class B; however, due to attrition from students quitting the university, transferring universities, and not completing the necessary data collection tools the number of participates decreased to a total of 47 with 19 in the experimental group and 28 students in the control group. The lessons planned for the research study were two hours a week over a period of ten weeks. The study data were collected via a Personal Information Form, Social Anxiety Scale, Empathic Tendency Scale, Communication Skills Evaluation Scale and “Rathus Assertiveness Inventory”. Data from the study were then analysed utilizing SPSS 17.0 through number, average, percentage, Chi-square Compliance Test, Mann-Whitney U test and a Willcoxon Signed Ranks Test. In addition, expert opinion was obtained regarding the validity and reliability of the study, as well as, the Cronbach Alpha was calculated. Furthermore, before beginning the study, an ethics committee approval from the university, written permission of the institution where the study was conducted, and informed consent of the participants were obtained. According to the findings from this study, it was determined that the creative drama-supported psychology course brought about positive increases in the levels of students’ self-concept. It was also observed that the social anxiety scores of students in the experimental group who attended creative drama decreased. Also, the scores relating to empathic tendency, communication and assertiveness skill increased for students from the experimental group. Importantly, there was no statistically significant change in the variables in the control group. Finally, the results of this study are considered to contribute knowledge and understanding to the field of creative drama and psychology in terms use of active learning and teaching methods. Article visualizations:

Children’s Play—The Educator’s Opinion

The educator’s personal role in understanding children’s play is a key factor in planning organization of educational process in kindergarten. An educator´s personal paradigm is assumed to be an experiential and educational construct. This research examines the possible correlation of educators’ personal paradigms (N = 291) and contextual factors in the region of Dalmatia (Croatia). A questionnaire Q-EOCP (α = 0.78) was designed for this research. Research findings suggest that most educators are reluctant to introduce information and communication technology /ICT into the educational process (M = 2.25; SD = 1.02) or work with children with disabilities (M = 2.03; SD = 1.33). There was a slightly positive correlation between the educator’s professional work experience and the view that children with disabilities /CWD should be taught how to play (r = 0.35; p ≤ 0.05). Work experience is slightly negatively correlated with the opinion that natural materials encourage creative play in children more than the didactic toys (r = −0.29; p ≤ 0.05) and with the assessment of daily play in nature (r = −0.21; p ≤ 0.05). The research measured the correlation of assessments of daily play in nature and the educators’ level of education (F = 3.47; p ≤ 0.05). Findings suggest that early childhood and preschool educators need additional education on children’s play and the possibilities of augmentative technology.

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

The Effects of Creative Drama Activities based on Text Types on the Perception of Peer Bullying

Bu araştırmanın amacı, akran zorbalığı algısının değişimini tespit etmeye yönelik yaratıcı drama temelli bir süreç önerisi sunmaktır. Araştırma, İstanbul ili Bağcılar ilçesi Mustafa Kemal Ortaokulunda 2018/2019 eğitim-öğretim yılında 6. sınıfa devam eden deney ve kontrol grubunda yer alan gönüllü 30 öğrenci ile gerçekleştirilmiştir. Her bir grupta 15 öğrenci vardır. Çalışmada nitel araştırma yöntemlerinden yararlanılmıştır. Çalışmanın verileri “Yarı Yapılandırılmış Görüşme” ve “Öğrenci Günlükleri” ile toplanmıştır. Sürecin başında her iki grupta yer alan öğrencilere “Kişisel Bilgi Formu” ile “Yarı Yapılandırılmış Görüşme Formu” uygulanmış ve gruplarla ön test-son test sürecinde “Odak Grup Görüşmesi” gerçekleştirilmiştir. Bu verilerden hareketle oluşturulan 52 saatlik atölye, deney grubuyla gerçekleştirilmiştir. Araştırma sonucunda yaratıcı drama temelli hazırlanan atölyelerin deney grubu katılımcılarının akran zorbalığı algılarında fiziksel zorbalığın yanı sıra sözlü zorbalık ve ilişkisel/duygusal akran zorbalığını da kapsayacak şekilde değişiklik sağladığı tespit edilmiştir. Çalışma sonuçlarının alan araştırmacıları, ders kitabı hazırlayıcıları ve öğretmenler için faydalı olacağı öngörülmektedir.

THE EFFECT OF CREATIVE DRAMA ON EMPATHIC TENDENCIES, COMMUNICATION SKILLS AND CRITICAL THINKING OF PHYSIOTHERAPY STUDENTS

The empathic tendency, communication skills, and critical thinking are the professional attitude behaviors that should be in a physiotherapist. The study was planned to investigate the effects of creative drama on empathic tendencies, communication skills and critical thinking of physiotherapy students. This study was carried out in Hasan Kalyoncu University, Faculty of Health Sciences, Department of Physiotherapy and Rehabilitation between October 2017 and December 2018. 75 freshman physiotherapy students (44 women, 31 men) were included in the study. According to the results obtained from the study; there was no significant difference between empathic tendencies, communication skills and critical thinking skills of individuals in both groups (p> 0.05). When the creative drama group was compared in terms of gender, there was no significant difference between individuals' empathic tendencies, communication skills and critical thinking skills (p> 0.05). Similarly, when the control group was compared in terms of gender, there was no significant difference between individuals' empathic tendencies, communication skills and critical thinking skills (p> 0.05). We think that this study is a preliminary study on empathic tendencies, communication skills, and critical thinking skills of physiotherapy students. Parameters such as gender, different years of education, and welfare levels can affect empathic tendency, communication skills, and critical thinking skills. There are limited studies in the literature investigating the effectiveness of creative drama in the field of health. Therefore, this work can give an idea for subsequent studies. The studies that are conducted with more patients and which are multi-centered should be done.

공감적 이해를 위한 연극놀이: 활동 구성 및 유아 반응

공감적 이해를 위한 연극놀이: 활동 구성 및 유아 반응

Animal fans: Toward a multispecies fan studies

In an exploration of the potential for (and implications of) animal fans—not human fans of animals but nonhuman animals as fans—situated in ongoing debates about the personhood of nonhuman species, I suggest ways that the animal turn taking place in the humanities and social sciences might affect fan studies. I focus on four characteristics associated with both human fans and nonhuman animals: culture, emotionality, sociality, and capacity for creative play.

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.

Exploring the pedagogic culture of creative play in early childhood education

We present a conceptual analysis, grounded in empirical data, of how young children’s creative play is framed by the ‘pedagogic culture’ within which the child is playing. Drawing on data from a research study with the broad aim of documenting children’s creative play in Western play-based early childhood education, we gathered exploratory qualitative observations, self-initiated iPad video diaries and researcher-led activities to describe children’s creative play. We adapted the Analysing Children’s Creative Thinking Framework as a starting point for coding and the analyses focused on three contextual cues within the pedagogic culture – space, interpersonal collaborations and materials. We ground our discussion in a contextualist theoretical frame to demonstrate that in isolation, each contextual cue presents a degree of framing to children’s creative play. When analysed as a synergy of contextual cues, however, we begin to see that the dynamic make-up of each of the contexts, and the interplay among them, create a ‘pedagogic culture’ that transforms children’s creative play. We present ‘stories’ of each pedagogic culture that we observed, to describe how children’s creative play manifested within each culture.

Fractions Teaching for 6th Graders through Creative Drama Method

The purpose of this study is to determine the impact of using creative drama method to teach fractions for secondary school-6th-grade students on the attitude and process. The study group consists of 16 (8 females, 8 males) 6th grade-students. In the scope of the study, One Group Pretest-Posttest Model was used as a pretest model. In the study, “Attitudes Towards Mathematics Scale” (Aşkar, 1986) and “Leader Evaluation Form” which that was developed by the researchers was used as data collection tools. Workshops towards teaching fractions by using creative drama method were carried out in the eight-week period and 23 lecture-hour (6 workshops). According to the findings, it can be said that the creative drama implementations have had a positive impact on the attitude scores of the students. The results of “Leader Evaluation Form” was determined that the participants took an active role in the process. The participants contributed more efficiently in the process each week. In the improvisation stage, the encounter of participants with examples from the daily life drew the attention. In this way, it was seen that their creativity came forward during their participation in the process and it was observed that participation in the actives that have a mathematics-based content was increased. In the evaluations of the process, participants had correct answers to the activity papers from the mathematical perspective.

The impact of creative drama activities on aggressive behaviour of preschool children

This article presents the findings of a research study examining the impact of creative puppetry activities on aggressive behaviour in preschool children. The aim of creative drama was to allow for experiences that help children understand interpersonal relations, put themselves in another’s shoes and see alternative possibilities of behaving or acting in given situations. Play with a puppet in small groups offers children opportunities to establish pro-social peer interactions and learn socialisation skills including solving minor conflicts. The research was conducted with 22 preschool teachers in Slovenian preschools and first grades of elementary schools (including 460 children aged 4–7). The teachers completed a scale of social behaviour for each child in the group before introducing the puppetry activities and after concluding them, i.e. after three months of intense, daily creative work with puppets. The paired difference t-test showed that according to the teachers’ assessments after the three-month conduct of creative puppetry activities in the group, the frequency of the occurrence of aggressive behaviour in the total population was diminished, especially in the children who had the lowest scores in the initial assessment.

How a dialogic space can impact children’s creativity and mood valence in Drama Pedagogy Training: Study with a French 4th grade sample

Drama Pedagogy Training (DPT) is a kind of training based on an active educational methodology called Drama Pedagogy. It is mostly based on collaborative drama games and techniques, similar to what is commonly found in literature as creative drama as the objective is neither artistic nor academic. As an active pedagogy, participants co-construct their learning through participative dialogue, reasoning together about the learning experiences that are presented as collaborative dramatic games, thus favouring creativity and creating an active learning and teaching practice. In order to prove the effectiveness of DPT on French children’s creativity, we conducted a study on 55 4th grade children (m = 9.9; SD = 0.3) from two public and a private school. Children were randomly assigned to a DPT, either to an active control group and were measured on divergent and convergent thinking through EPoC in pre-test (T1), post-test (T2) and follow-up (T3) times of measurement. Mood valence was assessed through SAM scale at the beginning and the end of each session. Results showed a significant increase of creativity for the DPT group on divergent (t = 4.56; p < .000) and convergent thinking (t = 2.96; p < .004) measures on T2. Moreover, T3 showed significant differences on divergent thinking scores (t = 2.97; p < .005), nevertheless no statistical differences were found for convergent thinking scores. ANOVA analyses were made to see the impact effect of the training on creativity and mood valence. DPT enhances creativity and mood in French 4th grade school children.

Development of Plants and Animals Puppet Media Based on Conservation Values in Learning to Write Creative Drama Scripts in Elementary Schools

This research is motivated dissatisfaction of teachers and students on learning media in school. The purpose of this study is (1) describe the development needs of plants and animals puppet media, (2) determining the value of the puppet characters of plants and animals, (3) describe the use of plants and animals puppet media, (4) test the effectiveness of the use of plants and animals puppet media. The method used is Research and Development (R &amp; D). The eight stages covering explore the potential and problems, analyze the needs, preparation of media design, media validation, revision, testing a limited scale, revision back, and wide-scale trials. The results of this study indicate that (a) the needs of the media by the learner, including packaging, contents, materials, physical, and values contained in the media; (B) the character of the value of plants and animals puppet media is conservation values; (C) the utilization of plants and animals puppet media carried out in groups with one group consists of 2-3 people; (D) the development of plants and animals puppets charged effective conservation for students fifth grade elementary school.

Teaching Rituals Through Creative Drama in Religious Education

Dini ve kültürel ritüellerin aktarımı bireyin kişisel gelişimi ve toplumsal uyumu açısından önem taşımaktadır. Ritüellerin bireysel, kültürel ve toplumsal yönlerini keşfetme, anlama ve bu yolla içinde yaşanılan çevreyi anlamlandırma eğitimin amaçlarındandır. Eğitimde drama uygulamaları katılımcıların; yaratıcılık, eleştirel düşünme, empati kurma, iletişim becerilerini geliştirme, ötekini tanıma, farklılıklara saygı duyma gibi çeşitli yeterlik ve becerileri geliştirmelerine olanak sağlayan eğitim ortamları sunmaktadır. Bu çalışmanın amacı da ritüellerin yaratıcı drama yoluyla öğretiminin öğrenciler ve eğitim süreci üzerindeki etkilerini tespit etmektir. Bu amaçla 16 ortaokul öğrencisinin katılımıyla abdest ve namaz, ramazan ayı ve oruç, kurban bayramı, Muharrem Ayı ve Aşure ve Hıdırellezritüellerinin merkeze alındığı yaratıcı drama oturumları gerçekleştirilmiş ve öğrencilerden odak grup görüşmesi yoluyla veri toplanmıştır. Veriler tematik analiz yöntemiyle analiz edilerek gruplandırılmıştır. Oturumlar sonunda öğrencilerin; ritüellerle ilgili bilgilenme, ritüellerin kaynağını yorumlama, ritüellere katılmaya istekli olma ve ötekini tanıma kazanımlarına ulaştıkları tespit edilmiştir. Yaratıcı drama ile ilgili temel kazanımlar ise aktif katılımın sağlanması, yaşam deneyimlerinin paylaşılması ve farklılıkların keşfedilmesi olarak şekillenmiştir.

Influence analysis of instructional models and motor skills towards student achievement on sprint

According to an initial observation conducted in SMPN 4 Kerinci, there were at least three biggest problems with the school: 1) absence of varied instructional models 2) lack of the students’ interest in learning sprint, 3) the students’ low achievements in sprint. This study aimed to analyse the influence of instructional models and motor skills towards seventh grade-student achievement on sprint at SMPN 4 Kerinci. This study employed experimental methods, with treatment by level 2x2 design. Sample of this study is 64 students who involved within two treatment groups. Results of this study showed that group of students who were taught using creative play instructional model comprehensively performed better in sprint compared to the students taught using cooperative instructional model. There was an interaction between instructional models and motor skills towards student achievement on sprint.

Supporting the development of skills for extended practice in biomedical science

Purpose Continual professional development is essential to foster and enhance professionals’ abilities. A wide variety of methods have been adopted to support professional learning for healthcare professions but many still focus upon a need to update knowledge and the learning of isolated competencies for practice. The purpose of this paper is to report upon a collaborative partnership that enabled the reframing of a professional development course away from this objectivist epistemology to foster pedagogically appropriate approaches nurturing the development of the knowledge and skills required for extended practice in specimen dissection. Design/methodology/approach An action research approach informed this study which drew upon aspects of simulated learning, “creative play” and “hands-on” practice to nurture development of the knowledge and mastery of essential skills required for extended practice in dissection. A questionnaire allowed the gathering of quantitative and qualitative data from delegates. Open coding of delegate free-text responses enabled thematic analysis of the data. Findings Delegates reported upon a positive learning and teaching experience providing them with a unique opportunity to develop the essential skills and knowledge required to enhance their extended practice. Four key themes were identified from delegate feedback: legitimacy of learning experience; safe-space for learning; confidence as a practitioner; and professional and social interactions. Originality/value Research into skill development in this field is currently lacking. Findings highlight the value of a creative approach to professional development which enables individuals to master the skills required for practice. It also underlines the importance and value of collaborative partnerships. As allied health professionals advance and extend their roles professional development must move away from the didactic delivery of isolated topics and ensure that it offers legitimate learning experiences allowing skill development and technique mastery alongside knowledge enhancement.

الإعاقة بين الهوية والإبداع في ضوء قانون الإعاقة Disability between Identity and Creativity in light of disability law

الإعاقة بين الهوية والإبداع في ضوء قانون الإعاقة Disability between Identity and Creativity in light of disability law

An Investigation of Prospective Social Studies Teachers’ Cognitive Structures Regarding Creative Drama

The aim of this research is to reveal the prospective social studies teachers’ cognitive structures regarding creative drama through the Word Association Test (WAT). The study group of the research consists of 85 prospective social studies teachers, as the final year undergraduate students attending the course of drama at Faculty of Education in Nigde Ömer Halisdemir University, in the spring term of the academic year 2015-2016. In the research, as data collection tool, Word Association Test was used. To the prospective teachers, WAT was implemented as pretest before the course of drama and as posttest after a 14-week-drama course. According to the findings obtained, the word which the prospective social studies teachers associated with the key concept creative drama at most was play in the pretest; however, it was improvisation in the posttest. Moreover, it is seen that the prospective teachers have associated the key concept creative drama with more words in the posttest, when compared to the case in the pretest, and some certain concepts incorrect in the pretest have been eliminated in the posttest. This situation shows that the prospective teachers have had a conceptual development regarding creative drama at the end of drama course; additionally, new and correct concepts have been acquired instead of the incorrect ones. Also, it can be stated that word association test is an effective technique in detecting misconceptions and prospective teachers’ conceptual development.