Creative Drama Research Articles

An Investigation of Metaphoric Perceptions about the Concept of Creative Drama

Purpose: The purpose of this study is to determine whether the perceptions of the participants selected from English teachers about creative drama reflect the general characteristics of creative drama by using metaphor method. Design/Methodology/Approach: Phenomenological research is concerned with how people experience the world at a given time and in a specific context. In other words, phenomenological research aims to describe, understand and interpret the structure of phenomena arising in mind as a result of the interaction of the individuals with the World. “A metaphor form” was used as the data collection tool to determine the perceptions of the teachers about the concept of creative drama. In the form, there is an expression “ creative drama is (a)... because.....”. the participant selection was based on purposive sampling and particiapants were sixty English teacher. Findings: The obtained data were analyzed through content analysis. Results showed that there occured 30 metaphoric expressions and 7 categories. These metaphors were based on game, roleplaying, several themes, creativity, real life, its developmental aspect and wasting time. Highlights: Metaphors direct, shed light and guide our practices. This situation translates into “If a picture is worth a thousand words, a metaphor is worth a thousand pictures; Because a picture just presents a static image, a metaphor provides a mental framework for being about a phenomenon.” (Shuell, 1990) is also clearly reflected. This quote effectively reveals how metaphors are a powerful tool in recording and indicating the general distribution of the human profile and especially the educators themselves.

The Integral Assessment of Playing Tactics in National Football Teams

Objectives. The objective of the study was to determine the features of competitive activities among national football teams based on the integral assessment of playing tactics. Materials and methods. The study was conducted during the 2024 European Football Championship. The competitive activities of national football teams from European countries (Germany, Spain, England, Switzerland, France, Portugal, Netherlands, Turkey) were analyzed, focusing on the playing tactics in 50 halves. In order to carry out the study, the following methods were used: theoretical analysis of literature sources; pedagogical observation of competitive activities; analysis of video materials of competitive activities; methods of mathematical statistics. The statistical analysis of the research results was conducted using descriptive mathematical statistics. The sample was characterized by determining the arithmetic mean, standard deviation (S), and coefficient of variation (V). The significance of observed differences in the indicators was assessed using the parametric Student’s t-test for independent samples. Prior to this, the data’s conformity to a normal distribution was verified using the Shapiro-Wilk W-test. Results. A methodology for the integral assessment of the tactics undertaken by national football teams was developed. The integral assessment of team tactics consisted of 10 specific coefficients that reflect the main components of football players’ competitive activities in the phases of ball possession and recovery. The competitive activities in 50 halves of the 2024 European Football Championship were analyzed. The average value of the integral assessment of the tactics in national football teams was determined to be 5.62 ± 0.43 points. The findings revealed significant tactical variations between the teams, with Spain’s use of high pressing and creative play contributing to their championship victory. A ten-point scale for evaluating the tactics of national football teams was developed, on the basis of which the level of competitive activities is interpreted. Conclusions. The developed methodology for monitoring and analyzing the tactics of football teams allows for targeted management influences on the competitive activities of football players at the operational, current, and stage levels.

Superación del objetivismo mediante experiencias creativas en la filosofía de López Quintás

The overcoming of objectivism is one of the programmatic desires of a large part of 20th century philosophy, since the various objectivist currents have made self-understanding of the human being extremely difficult, since they have frustrated a balanced interpretation of the relationships between ethics, aesthetics, metaphysics and religion, fragmenting the multiform variety of human life. It is in this context that the work of Alfonso López Quintás, the main Spanish representative of dialogical personalism, is situated. He has developed an original perspective on human experience and creativity that has allowed for the attainment of a new and fruitful hermeneutics of human action. The regulating ideal that guides López Quintás' thought consists of a return to the articulation of fundamental human experiences, those that enrich and give meaning to human existence. In order to achieve a full understanding of the structural affinity of the diverse experiences of the person, López Quintás has made a contribution to personalist thought by overcoming the incipient intellectualism of other thinkers and offering an integral philosophy based on a series of methodological elements: the levels of reality, the category of encounter, the theory of creative play and the concept of reversible experience.

Use of Creative Drama to Facilitate the Questioning of Sexual Expression by Nursing Students: A Qualitative Study

Use of Creative Drama to Facilitate the Questioning of Sexual Expression by Nursing Students: A Qualitative Study

Evaluation of the Effectiveness of Healthy Nutrition and Obesity Awareness Education for Middle School Students Using Drama-Based Learning Activities

Aim: The prevalence of childhood obesity is rapidly increasing, making it one of the most common nutritional problems globally. This study aimed to investigate the impact of education using the creative drama technique on obesity awareness and healthy nutrition-exercise behavior among middle school students. Material and Methods: This single-group pre-test-post-test quasi-experimental study was conducted in a state middle school in a Western Black Sea Region province between October 2023 and January 2024, involving 156 middle school students selected through random sampling. A six-session face-to-face education program on obesity prevention and healthy nutrition was implemented. Data collection forms included a Demographic Information Form, an Obesity Awareness Scale, and a Nutrition-Exercise Behavior Scale. Data collection forms were administered to students before (t1) and one month after the education (t2). Results: The mean age of the participating students was 12.33±0.92. Only 3.8% of students had previously received education on combating obesity through healthy nutrition. There was a significant increase in students’ obesity awareness (t1=2.99±0.17, t2=3.54±0.20) and nutrition-exercise behavior scores (t1=153.76±13.07, t2=165.1±11.57) after the education. Conclusion: Interactive and participatory learning through the creative drama technique effectively increased students’ obesity awareness and promoted healthy nutrition-exercise behaviors. Education focusing on hands-on experiences and active engagement was found to be successful in enhancing students’ awareness of obesity and encouraging healthier lifestyle choices.

Fragments of the past: The intersection of AI, historical imagery, and early childhood creativity

AbstractThis paper explores the intersection of early childhood education and AI, with a focus on promoting multimodal play. Drawing from implementation research in preschools, we explore the potential of an AI‐powered painting tool to foster historical imagery, creativity, and self‐expression. The findings demonstrate how technology can be used to democratize access to cultural heritage resources while enabling children's creative play centered on variation, improvisation, and human interaction. The human‐in‐the‐loop approach is crucial in aligning AI integration with early childhood pedagogy, ensuring that technology supports, rather than replaces, teachers' roles in the classroom. The paper highlights the importance of maintaining a human presence in the learning process to create educational experiences that are developmentally appropriate and transformative for young children.

바깥놀이에서 나타난 유아의 심미적 경험과 교사의 놀이지원에 관한 사례연구

Objectives The purpose of this study is to analyze children's aesthetic experiences in outdoor play, explore teachers' play support measures to promote them, and explore changes in children's aesthetic experiences. Methods Child-directed play in outdoor were observed through 30 observations over a total of 6 weeks targeting 4 early childhood teachers and 54 children in each class. The collected data, including field records, recordings, play logs, journals, interviews, and photos, went through a qualitative research analysis stage to derive themes and concepts of aesthetic experience. In addition, the teachers' support for enhancing the aesthetic experience that appeared in the play flow was analyzed. Results First, changes in children's aesthetic experiences during outdoor play occurred in terms of aesthetic experience from an intellectual aspect, an aesthetic experience from an emotional aspect, and a practical aspect. Second, teachers' play support shown to enhance children's aesthetic experience in outdoor play includes media support to use classroom media in outdoor play, environmental support to use space and props in new ways, and help to promote thinking to create creative play. It was found to be accident support and psychological support that helps people feel a sense of consideration and coexistence. Conclusions In child-led outdoor play, children's aesthetic experiences appeared in various aspects, and children's play was expanded and deepened according to the teachers' aesthetic support. This suggests that a teacher's close observation and appropriate support to enhance children's aesthetic experience can lead to active change, and this study can be an appropriate example for the development of aesthetics in everyday child-centered play.

Investigating elementary Arts teachers opinions regarding the use of creative drama in art course.

Investigating elementary Arts teachers opinions regarding the use of creative drama in art course.

자연 친화 실내외놀이를 통한 유아교사의 ‘자기되기’ 그리고 ‘교사되기’

This study was commenced as an attempt to illuminate the relationship between children’s play patterns and teachers’ personal lives in nature-friendly play by the revised Nuri Curriculum based on Deleuze’s philosophical perspective. The research had been conducted for three years from 2022 with a teacher with 10 years of experience and 5 year-old children in a private kindergarten located in S city. The researcher observed the development of children’s play patterns and conducted observations and interviews with the teacher. This study was also intended to explore how indoor and outdoor play spaces are formed and evolved in creation and extinction, focusing on the flexibility of children’s play and the teacher-child interactions. The basic data including teachers' reflective journals, play videos, teacher interviews, and anecdotal record were analyzed through the post-qualification research method. As the result of this study, the life history and beliefs of a teacher as well as her thoughts based on educational philosophy were found to have a vivid effect on teacher’s flexibility and nomadic characteristics in children’s play. This result is considered to be very significant in exploring the teachers’ attitudes and support required in children’s free and creative play that the revised Nuri Curriculum aims for.

Dramatization and Theater Performance: An Approach to the Teaching and Learning of English Literature

This case study investigated the integration of drama in English literature teaching in a British literature course for English majors at Ho Chi Minh City Open University. It attempted to explore the underlying teaching strategies through dramatization. The primary data was collected through qualitative methods, the interview and observation to get a clear picture of how drama-based lessons were conducted and brought to theater performance. The study revealed several significant findings. First, dramatization bears some resemblance to Process Drama (Kao and O’Neill 1998) in its techniques. Therefore, the researcher was able to devise a set of teaching techniques in relevance to dramatization. The consolidation of the main phrases and steps was proposed to implement dramatization effectively in this English literature class. The researcher argued that the integration of creative drama into English literature teaching was deemed effective and had the potential in building the learners’ understanding and appreciation of English literature. It is also noticeable that the performance of students’ works on stage enhanced learners’ appreciation and viewers’ literary experience.

PENERAPAN BERMAIN KREASI MELANGKAH DALAM MENGEMBANGKAN MOTORIK KASAR ANAK KELOMPOK A DI TAMAN KANAK-KANAK AISYIYAH

The aim of this research is to find out how to improve children's gross motor skills through creative step play at Aisyiyah Kindergarten.The research method used is classroom action research with a cycle consisting of planning, action, observation and reflection. The research subjects were 20 group A children at Aisyiyah Kindergarten (10 boys and 10 girls). The research location was Aisyiyah Kindergarten with a sample of all group A children in Aisyiyah Kindergarten. Data collection techniques are carried out through direct observation. The data validation technique used in this research is method triangulation and source triangulation. The data analysis technique used in this research is qualitative descriptive analysisThe results of the research show that the application of creative play steps in developing children's physical motor skills, showing a very significant will in achieving the success target of this research. The success obtained is as follows: The success obtained in developing children's physical motor skills can develop well until it reaches 75%, as the achievement of the success target has been determined. Through the application of creative step play, children can improve their gross motor skills.

‘웅덩이’와 소나무 어린이집 영유아들의 얽힌 놀이되기

Objectives This study examines the play experiences of young children in puddles through the perspectives of Deleuze's philosophy of rhizome and Barad's notion of agency. By analyzing the value inherent in play and how various aspects of play manifest, it aims to provide insights for alternative approaches to early childhood play. Methods From June to August 2023, a two-month participant observation was conducted on 46 children aged 1 to 5 at Pine Tree Nursery located in G City. Additionally, a post-qualitative research method was employed to capture ‘glow’ moments (MacLure, 2013) by encountering the experiences revealed in children's play through photographs, videos, and traces of play records. The collected data underwent a recursive process of reinterpreting the emerged events, connecting them with the flow of meaning, and analyzing the implications of the entanglement between the children and the puddles. Results The entangled play patterns between puddles and young children revealed several outcomes: encountering the inherent signs within the puddles, entangling with the materiality of the puddles and their environment, generating rhizomatic puddles that connect age and space, and creating ‘and... and... puddles’ by transcending time and space. Conclusions Through play in the spontaneously formed puddles, young children sensually encounter materiality and form new relationships. The dynamic and variable nature of the puddles leads to novel intra-actions with the children, resulting in creative play. Furthermore, the entanglement between the puddles and the children traverses time and space horizontally and vertically, fostering ongoing encounters. This highlights the agency embedded in the entangled relationship between young children and materials, suggesting the importance for early childhood educators to provide support for play.

The Effect of Creative Drama Training on Empathy Levels of Dietitians: A Pilot Study

The Effect of Creative Drama Training on Empathy Levels of Dietitians: A Pilot Study

Effects of Arts-Based Pedagogy on Competence Development in Nursing: A Critical Systematic Review.

The integration of arts-based methods into nursing education is a topic of growing interest in nursing practice. While there is an emerging body of research on this subject, evidence on competence development remains vague, largely due to methodological weaknesses. The purpose of this review is to evaluate the effectiveness of arts-based pedagogy in nursing, specifically in terms of students' changes in knowledge, skills, and attitudes. It explores which arts-based approaches to nursing education qualify as evidence-based practice in terms of nursing competence. A systematic critical review of research on arts-based pedagogy in nursing was conducted, identifying 43 relevant studies. These studies were assessed for methodological quality based on the CEC Standards for evidence-based practice, and 13 high-quality comparative studies representing a variety of arts-based approaches were selected. Creative drama was identified as the only evidence-based practice in the field, positively affecting empathy. The findings highlight a research gap in nursing education and emphasize the need for measurement and appraisal tools suitable for the peculiarities of arts-based pedagogy.

Waldorf early childhood care and education in the 21st century

Many of the elements of the Waldorf approach featured 100 years ago, with the opening of the first Waldorf early childhood groups, are now supported by current evidence and research into child development. Waldorf practitioners are developing stronger and better-informed practice based on the founding principles, contemporary resources and an ever-deepening understanding of young children today. In this paper I intend to explore five of the significant themes which have received additional impetus in recent years. 1. In the Waldorf approach a foundation of social and emotional development is prioritised as a support for later cognitive development. 2. A key features of the Waldorf early childhood environment is that it is a sensorily-friendly and unhurried microcosm of everyday life. 3. Waldorf practitioners and teachers have been actively promoting for the past century the importance of building up children’s connections with nature. 4. As a result of increased academicization and the pressures of 21st century life, child-initiated, free, creative play is under threat and needs protection and support. 5. One aspect of the Waldorf approach viewed as key is that the inner development of the practitioner or teacher is just, if not more, important than their outer work. Following this review of some essential aspects of the Waldorf approach in the light of recent development, the paper concludes by looking into the future and pinpointing three aspects at the forefront of developments and research among Waldorf early childhood practitioners today.

The effect of creative drama on nursing image: Randomized controlled study

AimThis study aimed to examine the effects of the creative drama method on first-year nursing students’ perceptions of the image of nursing. BackgroundNursing students’ perceptions of professional image can be affected by many processes during their transition to professional life. Therefore, supporting their development of a positive professional image at the beginning of their careers is necessary. DesignThis was a randomized controlled trial with a pre-test/post-test design and a control group. MethodsThe study was carried out at a nursing school located in the Eastern Black Sea region of Türkiye. The sample of this study consisted of 77 participants, with 38 in the experimental group and 39 in the control group. The subjects of professional image and the image of nursing were explained to the control group using presentations and case analysis and to the experimental group using the creative drama method. Research data were collected with the Student Information Form and Nursing Image Scale. ResultsThe post-test scores obtained by the control group after receiving traditional education were higher than the pre-test scores. The post-test scores obtained by the experimental group after receiving education based on creative drama were higher than the pre-test scores. The scores of the experimental group were significantly higher after the educational intervention. ConclusionCreative drama is far more effective in nursing image education for first-year nursing students than presentation and case analysis, which are conventional education methods. Creative drama can be used as an effective method to develop positive perceptions of nursing.

Home among right angles: cube living

This article focuses on the dwellings of the Villa in Beroun in the Czech Republic, designed by HŠH Architects, and Buckminster Fuller’s Dymaxion, with architectural designs inspired by games, toys and creative play. The architectural designs inspired by the stacking blocks Lego®, K’nex® and Cidori® are explored and compared to GC Prostho by Kengo Kuma. The environmental implications of housing designs with malleable layouts, which reduce the need for constant changing and moving of houses throughout occupant lifetimes, are explored. The melding of the house and the game as a basis for rethinking the home space, which allows for rearranging walls and renewable capsular compartments, are analysed through the unsuccessful Nakagin Capsule Tower case study. The Villa in Beroun was dissected using gestalt psychology in order to unpack how the human mind reads its enveloping, malleable design. Due to its unique approach to black steel, concrete and glass material, the Villa in Beroun was analysed against new brutalist definitions.

"You're the only thing he comes out [of his room] for": A qualitative study of engagement between Laughter Care Specialists and families of people with dementia in long-term care.

Family involvement in the lives of people who have dementia and live in long-term care is important, but family members may face challenges communicating and connecting with their loved one as dementia progresses. A type of therapeutic humor (Laughter Care) delivered by trained specialists aims to engage people with dementia who reside in long-term care through creative play and laughter. This study aimed to explore the perceptions of Laughter Care Specialists (LCSs) regarding families' engagement with the program. Semi-structured interviews were conducted with LCSs (n = 8) and analyzed inductively using thematic analysis. Family members were reported to initially have varied degrees of openness toward Laughter Care, but often become more accepting after observing positive engagement with the person with dementia. Family members were perceived to benefit from the program through witnessing the person with dementia enjoy joyous and light interactions, learn new ways of communicating and connecting with the person with dementia, and engage in positive interactions at end of life. Laughter Care may provide family members with novel ways of communicating and connecting with people who have dementia at end of life as well as comfort into bereavement.

The effect of creative drama method in 4th grade primary school values education

The main purpose of this study is to determine the effect of creative drama method on the acquisition of "Responsibility", "Respect" and "Patience" values by fourth grade primary school students. The study was designed using the parallel mixed model, which is one of the mixed method designs. The study group of the research consists of primary school 4th grade students studying in a public school in the fall semester of 2018-2019 academic years. There were 42 students in the experimental group and 40 students in the control group. The research data were collected through the "Responsibility Scale", "Respect Tendency Scale", "Patient Behavior Scale", "Student and Teacher Diaries", "Teacher Interview Form" and "Personal Information Form". In addition, data were obtained with the "Word Association Test" to determine the conceptual change in values before and after the implementation. All in all, it has been established that the use of the creative drama method in values education is very effective in adopting values, embodying in-class learning, and encouraging the students to develop positive attitudes about the values discussed.

EARLY CHILDHOOD PROSPECTIVE TEACHERS’ TEAMWORK ABILITY USING CREATIVE DRAMA ACTIVITIES

The goals of this study are to investigate the teamwork abilities of early childhood prospective teachers and compare the teamwork abilities of early childhood prospective teachers who have learned through creative drama activities to a 75% criterion. The study is mixed method research of 54 third-year prospective teachers majoring in early childhood education at the faculty of home economic technology at Rajamangala University of Technology Thanyaburi (RMUTT) who are enrolled in an English language course for preschool instructors. An assessment of teamwork abilities form and a reflection form on the collaborative process are among the tools for gathering data. Quantitative data analysis was carried out using descriptive statistics such as the mean, standard deviation, and one-sample t-test. Content analysis was used to analyse qualitative data. The research findings revealed that early childhood education students' overall teamwork abilities were high, and teamwork abilities of early childhood prospective teachers who learned through creative drama activities were significantly higher than the criterion of 75% statistical significance at .01.