Drama Lessons Research Articles

Preservice primary school teachers’ journey to drama in Türkiye

This case study examined the drama education received by preservice primary school teachers in terms of both theoretical and practical aspects. The sample consisted of seventeen preservice primary school teachers (thirteen women and four men) from the Department of Classroom Education of the Faculty of Education of a public university in Türkiye. Data were collected using drama lesson plans, practice lesson diaries, semi-structured interview questions and metaphors. The data were analysed using inductive content analysis. The results showed that participants held misconceptions regarding drama lesson methods and techniques in their lesson plans. Participants had difficulty managing their classrooms while implementing their plans and they did not fully understand dramatization. Moreover, their classrooms were too crowded for drama activities. Participants stated that drama made the lessons more fun. They noted that drama helped them develop creativity and interact with their classmates. They also added that drama made them feel free. They regarded drama as a method or technique that could be used in any course. Researchers should conduct further qualitative and quantitative studies to examine drama’s ‘discipline’ dimension and to form a basis for needs analysis for its use in education.

Scaffolding instruction in an EFL drama lesson: a systemic functional analysis

Abstract This paper presents analyses of an EFL drama lesson at a university in China from the perspective of systemic functional linguistics (SFL) to explore the managing of the complexity of learning tasks through scaffolding instruction. Based on pedagogic activity analysis and exchange structure analysis, we show that scaffolding is achieved through the strategic arrangement of classroom activities and the deployment of the multilingual discourse resource of knowledge and action. First, the evaluation of student acting and/or the elaboration based on it frequently serves to prepare the students for acting in the next learning cycle. Second, modelling and explaining acting are achieved through the teacher taking on the roles of secondary actor and primary knower in non-Task phases. Third, the teacher uses students’ L1 in non-Task phases either to model alternative ways of acting or to explain motivations for particular ways of acting. The observations reported in this study have potential implications for teacher education that focuses on teaching drama in EFL programmes.

Development of A Drama Learning Guide For Class XI High School Students

This research aims to develop a drama learning guide that suits the needs of class XI high school students. The research method used is the research and development (R&D) method following the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. The analysis stage was carried out to identify student needs and characteristics of drama learning in high school. Next, a drama learning guide was designed according to the analysis findings, and drama learning materials were developed taking into account the principles of effective teaching. Implementation of the guide was carried out in class XI Senior High School, and an evaluation was carried out to evaluate the effectiveness of the drama learning guide. It is hoped that the results of this research can contribute to improving the quality of drama learning in high school and provide useful guidelines for teachers in designing interesting and effective drama lessons.

Analysis of pre-service teachers' flow experience in educational drama practices and the effect of practices on attitudes toward creative drama courses

Aim: The analysis of the flow experience of pre-service teachers in educational drama practices and the effect of the practices on the attitude towards creative drama lessons reveal the purpose of the study. It is of great importance for physical education teachers to use creative drama practices as an effective teaching method in physical education and sports lessons, both in terms of their personal development and professional development. Method: The study was designed with a pre-test-post-test control group experimental design, one of the true experimental designs, and one of the quantitative research methods. In addition to the demographic information form, the "Flow Experience Scale" and "Attitude Scale towards Creative Drama Lessons" were applied to the participants as measurement tools. The distribution of the participant's demographic information was analyzed by frequency analysis. T-test independent groups analyzed the participants' pre-test and post-test scale scores, and the change in the pre-test and post-test scores of the scales according to demographic information was analyzed by t-test in independent groups and one-way analysis of variance. A regression model was tested to determine the effect of reason on anxiety. Analyses were performed with SPSS 20.0 software at a 95% confidence level. Findings and Conclusions: As a result, there was no significant difference between the attitude scale scores towards flow experience and creative drama course of the students participating in the research according to their age, gender, income level, place of residence, and activity type, and between the pre-tests and post-tests of the scales. However, a significant difference was detected between the pre-test and post-test scores of the flow experience scale anxiety sub-dimension and the flow sub-dimension of the academic achievement variable. In addition, although there was no significant difference in terms of the variables mentioned, it was noted that the flow experience flow and anxiety subscale scores were low. In contrast, the attitude scores towards the creative drama course were high.

STUDENT’S RESPONSE: SELF-HYPNOSIS BASED GROUP INVESTIGATION MODEL IN DRAMA LEARNING

Drama learning is a teaching and learning activity that is carried out to improve students' ability to play drama. Students' ability to play drama is still low even though they have attended drama lessons. One reason is the use of inappropriate learning models. This study aims to describe student responses to the self-hypnosis-based group investigation model in drama learning. The description aims to provide educators with an overview of the suitability and usefulness of this model in drama learning from a student's point of view. The research method used is descriptive with a qualitative approach. The research data was obtained from a questionnaire distributed to 78 students from three universities in North Sumatra, Indonesia (Medan State University, North Sumatra State Islamic University, and Prima Indonesia University). The results obtained from the study were: 1) students liked learning using the self-hypnosis-based group investigation model in drama learning; 2) students understand more about drama playing material after using the self-hypnosis-based group investigation model in drama learning; 3) students are more able to play drama after using the self-hypnosis-based group investigation model in drama learning; and 4) students get several impacts in learning drama, namely being more able to determine dialogue, expression and movement, stage mastery, costumes, make-up, stage layout, and sound system; it is easier to develop the characters of drama characters; more concentration and confidence in the learning process and playing drama; more daring to speak and appear in public; more active when the learning process takes place; more diligent in doing the task; pay more attention to and listen to lecturers or friends who are delivering material; and think more creatively.

INTEGRATING EDUCATIONAL DRAMA IN TEACHING EFL

There is a continuous demand for innovative foreign language teaching approaches in current education system. The article discusses Educational drama as an effective method in developing foreign language (English) learners’ sociolinguistic competence. Theoretical and practical overview of the research will be presented to highlight the importance of the method. In pedagogy, there are many advantages of the Educational drama method. Drama encourages students to acquire cognitive knowledge. As active learners, they not only receive information, but also develop creative thinking skills. Language teaching through drama creates intrinsic motivation (internal motivation) for students to learn the language. In drama classes, students learn to work with other students in collaboration, increase self-confidence, and begin to think critically listening to each other. Most importantly it enhances students’ cultural understanding of the target language. In the article the implementation of the drama approach in secondary school EFL classroom in Uzbekistan will be described together with investigation and survey results. Theoretical value of the research will be provided supported by opinions of scholars of the field. Types of Educational drama, organizing drama lessons, managing the classroom and other peculiarities of drama approach will be explained.

Improvisation Strategies in Online Drama Lesson

In drama lessons based on improvisation and role playing, participants express themselves spontaneously, take on various roles and act out by pretending. With improvisation, which is one of the two basic strategies used together with role playing in drama, the participants act in accordance with the designed dramatic fiction. The goal of this research is to determine opinions of the participants about the improvisations performed in online drama lessons. It was attempted in this context to show the influence of participants and instructors on improvisation by determining which strategies were employed throughout the online drama lesson. In this study, interpretative qualitative research design was used and the experiences of the participants were tried to be explored, made comprehensible and interpreted. Participants consist of 21 undergraduate students studying in different departments who attended online drama lessons at Ankara University in 2021-2022 academic year. Participants answered the questions in the "Assessment Form for Improvisations in Digital Platform" online. The data obtained in the research were analyzed with the descriptive analysis, and the findings were explained in accordance with the determined themes and categories. The results showed that the participants used some strategies before and during the improvisation, and these strategies made improvisations more qualified. Participants also stated that while improvising on the digital platform, some situations have positive or negative effects, and they try to adapt themselves according to these situations. The research also reveals that the films watched and the topics discussed during lessons facilitate the participants to take roles while improvising, and the examples given about the elements of drama contribute to the improvisation. According to the results, it is recommended to inform the participants before the improvisations in online drama lesson, to create the dramatic fiction with the participants and to make the improvisations in accordance with this dramatic fiction. The elements of drama may be discussed, short films and feature-length films can be shown, examples can be offered, and improvisations can be made more qualified throughout the drama lesson.

Systematic review of the evidence to support expert practice in the education and care of children and young people with special educational needs and disability in the UK

Scopus, EBSCO, ERIC and British Education Index were interrogated in a systematic review of primary research since 2014 addressing expert practice and outcomes in education and care for young people with special educational needs and disability in the UK. Grey literature and studies of medical settings, preschool children, mainstream education or professional education were excluded. Quality was gauged by effect sizes, risk of bias and the Critical Appraisal Skills Programme. The search identified 7058 items. Twenty‐eight studies were included, with 1839 participants of 4–22 years. Risk of bias was low, with effect sizes from small to extremely large. The qualitative studies were rigorous. Expert practice with positive outcomes was evidenced in comprehensive assessment, enhancing engagement and personalised interventions. Correction of visual problems, use of humanoid robots, and tested models were generally effective. There was rigorous evidence for efficacy of frameworks and reasonable evidence for creative approaches to physical activity. Drama lessons were valued. Standing frame use improved peer interaction or caused segregation. Disparity between problem identification and planned support in education health and care plans, and addressing personal and physical health factors were problematic. The voice of young people was lacking. More training was required in augmented and alternative communication.

Towards a problem-posing pedagogy: Using teacher-in-role in a special needs classroom

Background: Teacher-in-role (t-i-r) drama method is explored as a pedagogical approach that can transform special needs curricula in South Africa.Aim: To use t-i-r to create a collaborative educational environment between learners and teachers. This article drew on Paulo Freire’s problem-posing pedagogy as a framework that encourages critical thinking and engagement.Setting: The study took place in the Skills Phase classroom, which handles school-to-workplace transitions at a local special school in a small town.Methods: This practice-led research study reflects on the uses of Dorothy Heathcote’s teacher-in-role to extend the curriculum beyond the Foundation Phase (Grade 3) level. The lessons involved a series of practical cross-curricular drama lessons that integrated topics from the Life Orientation (Grade 10–12) and the Drama (Creative Arts Grade 7–9) curriculum. The topics encouraged better linkages to work environment capabilities such as communication and problem-solving.Results: The findings revealed that combining drama-based pedagogy with Freire’s problem-posing pedagogy can help learners become decision-makers and problem-solvers in the classroom. As a result, the learners improved their critical thinking skills, self-esteem and confidence.Conclusion: The paper showed how drama-based pedagogy within a South African context of learning disability is an area that remains untapped, thus advocating for the uses of this approach as a possibility in improving special needs curricular implementation and practice.Contribution: The research provided insight into the care and education of special needs learners. Thus, it contributes to the growing academic literature on Drama-in-education (D-i-E) and inclusion in special needs schools in drama practices in South Africa.

‘In drama you can be anything … ’: student perspectives on drama teaching and school performance in Icelandic compulsory education

ABSTRACT The aim of this article is to shed light on how students experience drama lessons and school performance when drama is part of the school curriculum. Within a sociocultural framework of understanding, an ethnographic study was conducted on the culture and context of drama implementation in two schools in Iceland. The students talk about drama being their favourite subject, and they believe that they are learning a lot. The students are affected through embodied learning, and the popularity and qualitative dimensions of perceived learning and perceived satisfaction of drama lessons and the teaching are documented at both schools.

Is an Online Creative Drama Lesson Possible? Preschool Prospective Teachers’ Opinions on the Effectiveness of Online Creative Drama Lessons

This study aims to determine the opinions of preschool pre-service teachers on the adequacy of online drama lessons throughout the COVID-19 pandemic. A descriptive survey model of the qualitative research methods was used and online drama lessons were run over a 12-week-period. Participants of the research were 64 pre-school prospective teachers who studied as senior students at a Turkish state university. In order to investigate the online applicability and effectiveness of practice-based drama lessons during this critical COVID-19 pandemic time, lesson planning has been avoided, considering that the elements that should be included in formal drama teaching should also be included in online drama. In the process of data collection, prior to online lesson, objectives and outcomes of online drama practices were designated with senior pre-service teachers in the department of pre-school education at a state university. The three researchers administered online lessons devised in accordance with the determined objectives and outcomes to eighty pre-school students. And they focused on the alignment of the dramatic structure constituents with function and the adequacy of the activities in the preparatory stage for the transition to the dramatization stage. Furthermore, activities in the dramatization stage and evaluation stage were examined in terms of adequacy in meeting the outcomes. Lesson plans were structured with the consideration that elements that are present in the formal drama instruction must be included in online drama practices, as well. Regarding the results obtained in the end of the study, it can be concluded that all the said elements were successfully reflected in the lessons. So, teachers can apply drama processes online in their classes and drama researchers can conduct studies regarding the effects of online drama lesson on different learning stages.

The Effect of Using Educational Drama on Developing Speaking Skill of the Sixth Graders in the English Language

For the purpose of study, drama lessons were implemented through a selected unit of the English textbook for an experimental group of the sixth grade, compared with teaching the same units by employing the conventional teaching method for the control group. The study uses the quasi- excremental approach to collect data via a designed oral pre-test and post-test consisted of (13) questions, and students’ attitude questionnaire consisted of (35) items distributed over four main domains. The study sample includes (70) students divided into two groups; experimental and control consists of (35) students for each. The results of the study revealed that the application of drama teaching method had positively influenced English language speaking outcomes. In addition, the results showed that the use of drama activities technologies opens the opportunity to support English language speaking skills with advantages over conventional teaching patterns. Moreover, results of the study confirmed that the students developing a positive attitude when adopting dram classes and can improve their students’ performance. Finally, the study recommended developing and including the dram activities in teaching English speaking and other English learning skills.

فاعلية اختلاف أنماط الإنفوجرافيک في بيئة تعلم شخصية لتنميةمهارات تصميم وإنتاج الدروس الدرامية الإلکترونيةلدى طلاب کلية التربية

هدف البحث الحالي: إلى تنمية مهارات تصميم وإنتاج الدروس الدرامية الإلکترونية في بيئة تعلم شخصية وبأشکال الإنفو جرافيک (الثابت- المتحرک- التفاعلي) لطلاب الفرقة الثالثة شعبة التاريخ بکلية التربية جامعة حلوان. وتکونت عينة البحث من (105) طالبا من طلاب الفرقة الثالثة شعبة التاريخ بکلية التربية جامعة حلوان، تم تقسيمها إلى ثلاث مجموعات متساوية في العدد، واعتمد البحث على المنهج الوصفي والمنهج شبه التجريبي للتحقق من صحة الفروض والتوصل للنتائج. وأسفرت النتائج عن وجود فرق دال إحصائيا عند مستوى 0.01 لصالح الطلاب الذين درسوا في بيئة التعلم الشخصية بنمط الإنفو جرافک التفاعلي، کما اثبتت النتائج وجود فاعلية بدرجة مرتفعة لصالح طلاب المجموعة الثالثة التي درست بنمط الإنفو جرافک التفاعلي. الکلمات المفتاحية: الانفو جرافک (الثابت- المتحرک- التفاعلي)، بيئات التعلم الشخصية، الدروس الدرامية الالکترونية. Abstract The aim of the current research: to develop the skills of designing and producing electronic drama lessons in a personal learning environment and in the form of infographics (Static - mobile - interactive) for students of the third year, History Division, Faculty of Education, Helwan University. The research sample consisted of (105) students from the third year, History Division, Faculty of Education, Helwan University. They were divided into three groups of equal numbers. The research relied on the descriptive approach and the quasi-experimental approach to verify the validity of the hypotheses and reach the results. The results resulted in a statistically significant difference at the level of 0.01 in favor of the students who studied in the personal learning environment using the interactive info-graphic style, and the results proved a high degree of effectiveness in favor of the students of the third group who studied in the interactive info-graphic style. keywords: Infographic (static - animated - interactive), Personal learning, Electronic drama lessons.

Promoting COVID-19 vaccination through music and drama-Lessons from early phase of the pandemic.

Promoting COVID-19 vaccination through music and drama-Lessons from early phase of the pandemic.

Drama education as part of a good lives model treatment approach

PurposeForensic psychiatric treatment is aimed at reducing violence risk factors (Bonta and Andrews, 2017) and achieving positive, prosocial life goals (Willis et al., 2013). Drama education can be provided as part of this treatment, but the evidence base is scarce. Therefore, the present study aims to provide insight into experiences with drama education as part of forensic psychiatric treatment.Design/methodology/approachA qualitative study was conducted, based on participant observation and 16 interviews, to explore the experiences of patients and treatment providers with drama education during forensic psychiatric treatment. Analyses were conducted following the consensual qualitative research method (Hill et al., 1997).FindingsThe five central themes that emerged from the analysis were knowledge, happiness, excellence in play, community and staff-patient hierarchy. Participants reported that they enjoyed the drama lessons, appreciated the group atmosphere and were able to practice their social-emotional skills. Furthermore, patients and their treatment providers became better acquainted with each other because the power differences between patients and staff decreased during the drama lessons.Practical implicationsDrama education can be considered a useful part of clinical forensic psychiatric treatment, given the positive experience of participants and its perceived positive impact on treatment.Originality/valueThis was one of the first studies to examine the influence that drama education may have on forensic psychiatric treatment. Four of the five themes were in line with the good lives model (Willis et al., 2013), indicating that drama education fulfiled basic human needs or “primary goods” that are important to address in forensic psychiatric treatment, as it decreases the need to compensate these goods with criminal behaviour.

Children’s Dialogic Aesthetics in the Chronotopes of Drama, Drawing, and Telling

This paper aims to draw on Bakhtin’s theory of dialogic aesthetics and chronotope to address the thorny issue of data interpretation regarding using draw-and-tell as a research method in studying children’s lived and arts experiences. We argue that drawing and telling enframe children in different but successive chronotopes in which they are charged with opportunities for engagement in complex dialogues with their previous experiences and others. Two children from the groups of actors and spectators were sampled from a drama lesson to illustrate their becoming aesthetic across a succession of drama and post-performance activities due to the chronotopic factors. A microanalysis of their drawing and telling reveals the possibility of outsideness and complexity of dialogues varied with their participation as spectator or actor in the drama lesson. With all this understanding, I argue for a holistic and integral application of field observation, and drawing and telling to trace the trajectory of children’s becoming dialogic aesthetic. The study could also provide valuable insights into the research methodology of draw-and-tell, its pedagogical implications for children’s theatre participation, as well as drama teaching and learning.

SOSYAL BİLGİLER SON SINIF ÖĞRETMEN ADAYLARININ DRAMA DERS PLANI HAZIRLAYABİLME DÜZEYLERİNİN BELİRLENMESİ

The aim of the study is to determine the level of social studies preservice teachers to prepare a lesson plan by using the drama method. The sample of the research consisted of a total of 240 preservice teachers, 80 for each academic year in the 2017-2018, 2018-2019 and 2019-2020 academic years taking the final year last-term Drama course, who were studying in the senior year of social studies teaching at a state university. The research is a descriptive study based on the quantitative research method. The lesson plans prepared by the preservice teachers using the drama method at the end of the drama lesson were evaluated with the "Drama Lesson Plan Rubric (DLPR)" developed by Korkut (2020). When the results of the study are evaluated in general, it is possible to say that the pre-service teachers' levels of preparing drama lesson plans differ by years, and that their level of preparing a drama lesson plan in the 2019-2020 academic year decreased compared to the previous years. It is possible to interpret this situation as a result of the fact that the drama lesson, which is an applied lesson, was given through the simultaneous distance education system due to the pandemic in 2020. Keywords: Social Studies, preservice teacher, drama, lesson plan

A Probe into the Popularization Ways of Early Childhood Educational Drama in Kindergartens

Early childhood education drama lessons can be simply explained as educationally meaningful drama training for children before the compulsory education stage. Its educational characteristics are preschool children as the main body of education, paying attention to the preservation and protection of children’s nature, and through educational drama Symbolic games, imagination games, pretend games, social drama games and other links further expand children's social cognition. Its purpose is to inspire the development of students in moral education through the art form of educational drama, and use drama as a carrier to further liberate children’s nature, enlighten children’s minds, improve children’s personality and through participating in drama appreciation, creation, performance, and imitation. Play a vital role in children's creativity and other aspects. However, there are still many huge problems in the general acceptance and large-scale promotion of early childhood education drama classes in our inland cities. I have discovered the current promotion of kindergarten education drama classes by exploring the promotion methods of early childhood education drama classes in kindergartens. The biggest problem is the lack of professional teachers' resources and the kindergarten's insufficient understanding of the importance of educational drama.

Communication in chest diseases; cohort analysis on medical faculty students taking communication course in health

Aim: The aim of this course was to evaluate the effectiveness of the 'Communication in Health' course given at the Faculty of Medicine and the effect of taking this course on patient and exam success in clinical education processes, in particular for chest diseases internship in medical students. Materials and Methods: In this cohort-designed study, 102 volunteer students who received medical lessons in the third grade and Chest Diseases internship in the fourth grade in medical school, were evaluated. The Communication Skills Scale (CSS) was applied as a pre-and post-test in lesson and written exam, practical exam, and patient presentation for clinical internship in chest diseases. Results: The mean pre-test score for lessons was found to be 58.77 ± 8.09 and the mean post-test score was found to be 94,46±5,40 in the students who had a mean age of 21.35 ± 1.56 years. While the mean CSS pre-test score was found to be 94.37 ± 9.42, the mean post-test score was found to be 105.53 ± 8.02. It was found that there was an increase in the CSS scores and in the subscale scores of principles and basic skills, effective listening and non-verbal communication, self-expression, and willingness to communicate in the students who received communication in health lesson, and there was a statistically significant difference. In addition, we found a statistically significant positive correlation between the students' chest disease course grades and the total scores of the CSS scale.Conclusion: It is consider that there is an increase in the skills of medical students who take communication in health lessons, and this increase also contributes to the clinical education processes specifically in terms of chest diseases internship. Communication skills and drama lessons should be given in medical education.

The Effect of Drama Course on Prospective Primary and Preschool Teachers' Communication Skills

This research aims to determine the effect of the drama course on the communication skills of prospective primary and preschool teachers. In the research, a one group pretest-posttest model was used before the pilot-test. The research population of the study was 140 third-grade prospective teachers who studied at Afyon Kocatepe University Faculty of Education Primary and Preschool Education program and took drama lessons. Since the entire population was available for research, sampling was intentionally omitted. “Communication Skills Scale” developed by Korkut, Owen and Bugay (2014) was used as the data collection tool in the research. In the data analysis, Wilcoxon Signed Rank Test was used in the comparison of the difference between two pairs in dependent groups. In the comparison of binary groups, Mann Whitney U Test was applied. It was concluded that there was a significant difference in favour of the posttest among the pretest and posttest scores obtained from the “Communication Skills Scale” and its sub-dimensions of the prospective Primary and Pre-school teachers who took the drama course in the research and favour of the female prospective teachers among the pretest and total scores. It is also concluded that there is no significant difference between pretest and posttest score differences between Primary and Preschool prospective teachers.