Creative Drama Research Articles

Reimagining Conflict Management Pedagogy through Fantastical Role-Play Simulations

Abstract Research demonstrates that simulations encourage students to apply their understanding of theories and content, navigate problem-solving processes with peers, support student motivation for learning, and reflect afterward to enrich their comprehension of course materials. Peacebuilding and international relations scholars have implemented simulations to improve student learning and understanding about complex dilemmas, such as collective action, structural inequality, post-conflict reconstruction, climate change, disaster management, and terrorism. However, studies of real-life-based simulations also indicate that they may entrench, rather than subvert, students’ extant bias, perpetuate cultural misrepresentation, and pose logistical challenges for instructors and students. We thus add to scholarly debates about the utility of role-play simulations in internationalized pedagogy settings by asking and answering: Do adult learners perceive fantastical role-play simulations as effective teaching and learning tools for cross-cultural negotiation? We bridge disparate literature on (1) simulations as active learning tools, (2) real-life simulation approaches for teaching cross-cultural studies, and (3) creative play pedagogy to investigate the utility of fantastical simulation as a pedagogical approach for teaching cross-cultural negotiation theories. While we examined the perceived effectiveness of fantastical simulations for adult learners in a graduate-level course, more research is needed to understand their utility in other classrooms and disciplines.

Türkçenin yabancı dil olarak öğretiminde atasözleri ve deyimlerin öğretimine yönelik yapılan çalışmaların incelenmesi

Bu araştırmada Türkçenin yabancı dil olarak öğretiminde atasözleri ve deyimlerin öğretimine yönelik yapılan bilimsel çalışmalar incelenmiştir. Alanyazın taraması sonucunda Türkçede mevcut atasözleri ve deyimlerin ders kitaplarındaki öğretim tekniklerinin dışında pek çok tekniğin geliştirildiği görülmektedir. Ancak bu teknikleri bir arada toplayan bir çalışmaya rastlanmamıştır. Bu araştırmada atasözü ve deyim öğretiminde yararlanılabilecek 29 çalışma doküman analizi yöntemi kullanılarak incelemeye alınmıştır. Buna göre Türkçe atasözü ve deyimlerin dizilerle, dilsel karşılaştırmalarla, metinlerle, şarkı ve türkülerle, sözcüksel tasnifle, hikâyelerle, bağlama uygun biçimde, yaratıcı dramayla, mnemonik teknikle, tamamlayıcı ölçme değerlendirmeyle, karikatürle, iletişimsel yaklaşımla öğretimine ilişkin 12 farklı teknik sunulduğu tespit edilmiştir. Belirlenen tekniklere ait içerikler doktora tezi, yüksek lisans tezi ve makale olmak üzere yayın türlerine ayrılmıştır. Çalışmalar kendi içlerinde karşılaştırmalı biçimde analiz edilmiş, benzerlikleri ve farklılıkları ortaya koyulmuştur. Araştırmacılara ait öneriler bir araya toplanmıştır. Araştırmanın bulgularına göre yayın türlerinin niceliği değerlendirildiğinde makale türündeki yayınların (15) ağırlıkta olduğu görülmektedir. Makale türünü, 12 adet çalışmayla yüksek lisans tezi takip etmektedir. Doktora tezi ise 1 çalışmayla sınırlıdır. Atasözü ve deyimlerin dizilerle ve dilsel karşılaştırmayla öğretimi, üzerinde en sık çalışılan tekniklerdir. Yaratıcı dramayla, mnemonik teknikle, tamamlayıcı ölçme değerlendirmeyle, karikatürle, iletişimsel yaklaşımla öğretim ise üzerinde az çalışılan tekniklerdir. Araştırma sonuçlarına dayanarak atasözleri ve deyimlerin öğretimine ilişkin öneriler sunularak sonraki çalışmalara katkı sağlamak amaçlanmıştır.

Playing to learn: Learning to TALK

‘We love the fact she can learn through play, because she is learning but not realizing, and she does not feel pressurized to learn’ (parent of a child with neurodiverse developmental disorders [NDD]). Engaging children with NDD in meaningful learning can be challenging, and that challenge is exacerbated when children are neither motivated nor equipped with the skills to facilitate engagement. Communication barriers hinder learning, and children with NDD need extra support to develop language skills. This action research promoted communication competence through structured interventions, consolidated via play. The findings confirmed that progression in spontaneous communication and interaction interrelates with creative play. An innovative structured teaching approach, including video‐modeling, was devised and named total augmented language and key skills (TALKS). This research affirms that changing the learning environment by employing an integrated teaching model involving connectivity and adopting TALKS. enhances a whole‐school approach to communication competence for children with NDD.

Marion Milner's ‘pliable medium’ and the role of the patient's creativity in the analytic encounter

This article explores British psychoanalyst Marion Milner's (1900–1998) understanding of how creative play and drawing for her child and adult patients is integral to transformation in the analytic encounter. Milner explicitly proposes the act of picture‐making as providing a reparative experience of an attuned, reciprocal relationship with another. Her term the ‘pliable medium’ first coined in her book On Not Being Able to Paint (1950) is explored as a concept reflective of Milner's enduring commitment to art‐making as an explicitly therapeutic activity. In this way, we come to see how Milner's clinical technique depends as much on facilitating the patient's creativity in the analytic situation as it does in considering what the patient‐analyst relationship can do for the patient's psychic growth.

Pariyerum Perumal and a Periyarite Note on Political Engagement

What was in the rhetoric of Periyar that moved an entire people in a direction that has continuing political relevance? How does his style respond to concerns about how we may engage within contemporary political formations, especially given that his work continues to resist being co-opted by his detractors? Analysing the formal elements of a 1931 speech by Periyar, delivered at Nagapattinam, I investigate the movements in his rhetoric which repeatedly mobilises the self as a site of political action. I argue that Periyar’s presentation of the self provides a distinct avenue of political engagement that substantiates the notion of inner conflict as crucial to the development of the titular hero in the 2018 Tamil film Pariyerum Perumal. Methodologically, I draw on the work of the relational psychoanalytic thinker D.W. Winnicott; in particular, his concept of ‘playing’, which refers to the creative moment of passionate immediate engagement with the other that opens up a potent space of understanding and is vital for survival. I show how charting out the various dimensions of this moment of creative play in these two works is crucial to further our understanding of the politics of Periyar and the journey of Pariyerum Perumal.

Development of primary school fourth-grade students’ fraction calculation strategies through the argumentation method

One of the most fundamental subjects of primary school mathematics, the concept of fraction plays a key role in students' educational background. Students experience difficulties and misconceptions regarding this concept. Therefore, it is of great importance to understand this subject well and to use different teaching methods and techniques. Various methods can be used in learning mathematics, such as invention method, computer-assisted teaching, problem solving, creative drama and discussion. Argumentation method is a scientific discussion of a claim on a subject by providing data, warrant and backing, and by revealing the rebuttal and the invalidity of the claim. Students gain more skills by interacting with teachers or collaborating with their peers, and that they possess skills that have not been obtained before or that are too difficult to achieve on their own. Therefore, the argumentation method was chosen for its effect on the development of primary school students’ fraction calculation strategies. Having a case study design, this study was conducted with 28 primary school fourth-grade students and 10 open-ended questions prepared by the researchers were used during interviews. The results suggested that primary school students were able to develop fraction calculation strategies through the argumentation method. In general, inventing strategies, using representations, number sense, addition and subtraction, using unit fractions and proportional reasoning were used as fraction calculation strategies. It recommended to use the argumentation method in other critical subjects of mathematics as well.

The Impact of Creative Drama on Nursing Students’ Knowledge of Nursing Processes and Case Analysis Skills

Aim: The study aims to determine the impact of creative drama on the nursing students’ knowledge of nursing processes and case analysis skills. Methods: This quasi-experimental study was carried out with 59 first-year nursing students between May 02 and June 30, 2021. The students were divided into experimental (n=30) and control groups (n=29) according to their grade point averages, with all students simultaneously receiving online theoretical information on nursing processes from the same lecturer. The case analysis study was conducted with creative drama in the experimental group, and with the conventional lecture and discussion method in the control group. The data were collected with descriptive characteristics form, The Nursing process knowledge form, Patient diagnosis form, The nursing process form, case evaluation form and feedback form. Results: The nursing process knowledge mean score and case analysis mean score (16.20 ± 2.51 and 22.73 ± 9.07, respectively) of the students in the experimental group were found to be statistically significantly higher compared to the students in the control group (15.27 ± 3.28 and 15.14 ± 9.28, respectively). A high level of positive statistical correlation was found between the nursing process knowledge mean scores and case analysis mean scores of the students (r= .986, p= .000). All students in the experimental group referred to the creative drama and case analysis process as helpful in communication (n=12), fun (n=11), useful (n=8) and memorable (n=10). Conclusion: Creative drama was observed to be effective in the nursing process knowledge and case analysis skills of first-year nursing students. Keywords: Case Analysis, Creative Drama, Nursing Process, Nursing Students.

그림책을 이용한 연극놀이가 부적응 행동 유아의 또래 유능성에 미치는 효과

This study aims to investigate the effect of creative drama activity using picture books on the peer competence of children with maladaptive behavior. The subjects of this study were 60 6-year-old children, chosen by utilizing the PBQ and peer competency scale. The authors selected 12 infants included in both categories: as six in the experimental group and six in the control group. The play program creative drama activity using picture books included eight sessions. The experimental group performed creative drama activity using picture books, while only picture books were provided to the control group. For processing the obtained data, pre- and post-group mean and standard deviation, t-tests were performed using SPSS WIN 21.0, and the changed behavior was observed. As a result of the study, the authors found that children with maladaptive behavior experienced a positive effect on peer competence through creative drama activity using picture books.

Creative play and the role of the teacher through the cultural-historical activity theory framework

ABSTRACT This article aims to use the cultural-historical activity theory (CHAT) framework to analyse the participation of an early childhood teacher in children’s creative play, in order to enhance and support creativity. The study is grounded on Vygotsky’s Zone of Proximal Development, and highlights teacher's play involvement and the arts as a cultural context for creativity development. Data sources such as video recordings, reflective journal and planning documents were used to describe play episodes from a play area titled the ‘Toy factory’. These were analysed by assigning each one to specific rules (e.g. technical, conceptual) and then creativity elements (e.g. process, product) were noted. Findings highlight that creative play underpinned by the CHAT framework is a cultural activity in which children and teachers (involvement) participate in the processes of creation and creativity (rules) in the context of the arts (degrees of freedom). Moreover, the teacher takes on the role of the mediator and scaffolds children’s creative play, using cultural tools while endorsing creativity elements. This study provides ample ground to propose corresponding activity strategies (Solve, Reflect, Share and Connect) as unfolded through the teacher’s actions, handed to children, to support and enhance their creative play experiences thus framing their Zone of Proximal Creative Development.

Yaratıcı Dramaya Temellendirilmiş Çocuk Cinsel İstismarını Önleme Programı: Bir Uygulama Planı Örneği

Çocuk cinsel istismarında temel hedef istismarın önlenmesidir. Bu makalede okul öncesi çocuklarda cinsel istismarı önlemeye yönelik yaratıcı dramaya temellendirilerek hazırlanan “Bedenim Benim Özelimdir Eğitim Programının” uygulama planı örneği verilmiştir. Son yıllarda aktif olarak kullanılmaya başlanan yaratıcı dramanın özellikle okul öncesi dönem çocuklarında yaratıcı düşünmeyi teşvik etme, öğrenilenlerin kalıcı olmasını sağlama, dil ve iletişim becerileri kazanma, kendine güven duyma, karar verme becerileri kazanma ve bildiklerini hayata geçirebilme gibi birçok yararının olduğu bilinmektedir. Bu makalenin çocuk cinsel istismarını önlemek için bu alanda çalışan tüm eğitim, sağlık çalışanları ve ebeveynlere önemli bir kaynak olacağı düşünülmektedir

Sea of Cycles

This article presents an example of discovering an idea through creative play. After some trial and error, I drew a wonderful image, which I later learned was a two-dimensional view of a four-dimensional shape called tesseract.

Despair of Self: Strategies of Seeing and Becoming in Linn Ullmann'sDe urolige

Despair of Self: Strategies of Seeing and Becoming in Linn Ullmann's<i>De urolige</i>

The Effect of Creative Drama-Based Psycho-Education Program on Emotional Intelligence of Adolescents

The aim of this study was to analyze the influence of the creative drama-based psychoeducation program in adolescents on their emotional intelligence level. For this purpose, a true experimental design with pretest-posttest groups was used. The study group of the research consisted of 16 experimental, 16 control and 16 placebo group 12th grade students who are in a public high school in Avcılar, Istanbul. 20-sessions drama-based education program, two sessions per week for 10 weeks, was applied to the experimental group, while film and 10 academic education seminars were applied to the placebo group, and was no application to the control group. Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) has been applied to all groups. Before the study, data related to the pre-test application of the scale was analyzed with the Kruskal Wallis-H test and it was determined that there was no significant difference between the groups. A meaningful result was found among the groups in favor of the experimental group. This result showed that the creative drama-based educational program increases students’ emotional intelligence levels. In this context of the result, using the creative drama method in education and training activities can be suggested.

The Discovery of Wonderful Ideas

This article presents an example of discovering an idea through creative play. After some trial and error, I drew a wonderful image, which I later learned was a two-dimensional view of a four-dimensional shape called tesseract.

TOOLS FOR DEVELOPING THE CREATIVE ABILITIES OF PRESCHOOL CHILDREN

What gives human creativity? First and foremost, it is the power that allows a person to rise to the highest level on their own and to have unique abilities and capabilities by nature. Through creative thinking, everyone is able to discover new, original ways of solving problems, types of actions, not by understanding and applying the knowledge they already know. Why does the development of the creative abilities of preschool children play such an important role? Creative play and art are an important part of development and help nurture the feelings of your precedent. You can help your preschoolers by creating a supportive environment and devoting a lot of time to the free development of creative activity.

Investigation of the Creative Drama Levels of Teacher Candidates who Study at University According to Different Variables

Introduction: In this study, pre-service teachers' attitudes towards creative drama in the Physical Education Sports High School (PESC) and classroom teaching departments at Kahramanmaraş Sütçü İmam University in the 2019-2020 Academic year were measured with different variables. Material and Methods: The Drama Creative Drama Attitude Scale developed by Okvuran (2000) was applied to 120 prospective teachers, 58 of which were PESC and 62 of which were primary school teachers. SPSS program was used for data analysis. Frequency, descriptive statistics, correlation, t-test, ANOVA and Exploratory Factor Analysis (AFA) were used in the analysis. Results: It was found that there was a negative relationship between the attitudes towards drama and critical attitudes towards drama among the dimensions obtained with EFA. In addition, a statistically significant positive relationship was found between individual attitudes and attitudes towards drama. In addition, it was found that there was a significant difference in gender critical attitudes in favor of female participants. According to their departments, a significant difference was found in critical attitudes. A significant difference was found in favor of high school compared to Anatolian high school. Conclusions: As a result, it was determined that the sample's perspective on creative drama was positive. KeyWords: Creative Drama, Prospective Teachers, University

Performance-based Teacher Education: The Impacts of a Creative Drama Course on Pre-service Teachers’ Beliefs

ABSTRACT This study explored the impacts of a creative drama course on pre-service teachers’ beliefs about teaching skills. The participants kept weekly reflective journals and were observed in micro-teachings during the drama course. They were also interviewed four times over a period of two years. The results revealed positive perceptions about using drama in teacher education programs. Their beliefs were more oriented around personal and professional skills. As a result, performance-based practice embedded in creative drama courses in teacher education was discussed with a “teaching as a performing art” approach.

The impact of using creative drama in the delivery of Body Safety Training Programs for preschool children on preventing sexual abuse in Turkey

AbstractThe study focuses on the impact of the creative drama method on child sexual abuse (CSA) prevention program in Turkey. A pretest–posttest experimental design with a control group was used in the study. The research was carried out with a total of 72 preschool children aged 3–6 years. Data were collected by What If Situations Test (WIST). A creative drama activity was conducted for the experimental group before training. Body Safety Training (BST) was used in both groups. The average WIST posttest scores were statistically significantly higher compared to pretest scores for the children in both groups (p &lt; .05). A comparison of pretest and posttest assessment found that there was no statistically significant difference (p &gt; .05) between the two groups in regard to the WIST assessment averages. BST Program has a positive impact on increasing personal safety skills when implemented together with creative drama activities.

Understanding High School Students' Strategies for Coping with Cyberbullying through Creative Drama

This study aims to reveal the sensitivity and coping levels of high school students to cyberbullying they encounter online, the coping strategies they use in the process of cyberbullying, and, based on the students' opinions, the effectiveness of the creative drama method used. In the research, in which embedded mixed design was used, quantitative data were obtained from the Coping with Cyberbullying Scale and the Sensitivity to Cyberbullying Scale . During the research qualitative data were obtained from participant diaries, online communication records, and a semi-structured interview form. The research group consisted of 10th and 11th-grade students (10 girls, 12 boys) in an Anatolian High School. The results showed that the Drama-Based Cyberbullying Education Program was effective in helping students cope with cyberbullying and developing new coping strategies, being more sensitive to cyberbullying, and creating real-life skills by taking different roles.

Meta-Analysis on the Effectiveness of Using the Drama Approach in Social Studies Course

The aim of this study is to explore the effect size of the drama approach used in the social studies course on academic achievement through the meta-analysis method in the Turkish sample. The academic studies included in this study were searched at the following databases, namely, National Thesis Centre of the Council of Higher Education (YÖK), ULAKBİM TR Index, Google Scholar, and Scopus by using the keywords “creative drama”, “drama”, and “dramatization”. As a result of the database search, the meta-analysis was carried out with 31 academic studies, including 26 master’s theses, 2 doctoral dissertations, and 3 academic papers, all conducted on the effect of drama approach on academic achievement in social studies course. The data related to the studies included in the meta-analysis were analyzed by entering them into the CMA (Comprehensive Meta-Analysis) and MetaWin software programs. Due to the fact that the studies included in our meta-analysis were heterogeneous to one another, effect sizes were calculated according to the random effects model. In addition to this, grade levels, the weeks of application, and the number of samples were identified and analyzed as moderator variables. The results showed that the drama approach used in the social studies course had a positive and significant impact on students’ academic achievement. Nevertheless, the moderator analyses indicated that the grade level, the week of application, and the number of samples led to no change in the effect size on academic achievement. No publication bias was found in the studies included in the analysis. Based on the results of the study, we have made a number of recommendations for future research to be conducted on the drama approach for teaching purposes in the social studies course.