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Course Title: |
DRAMA |
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Course Code: |
OKU2018 |
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Type of Course: |
Compulsory |
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Level of Course: |
First Cycle |
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Year of Study: |
2 |
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Semester: |
4 |
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ECTS Credits Allocated: |
5 |
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Theoretical (hour/week): |
2 |
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Practice (hour/week) : |
2 |
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Laboratory (hour/week) : |
0 |
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Prerequisites: |
None |
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Recommended optional programme components: |
None |
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Language: |
Turkish |
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Mode of Delivery: |
Face to face |
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Course Coordinator: |
Dr. Ögr. Üyesi ELVAN ŞAHİN ZETEROĞLU |
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Course Lecturers: |
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Contactinformation of the Course Coordinator: |
eszeteroglu@uludag.edu.tr, 224 2942218, Uludağ Üniversitesi Eğitim Fakültesi, A Blok, Okul Öncesi A.B.D., 16059 Nilüfer,Bursa |
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Website: |
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Objective of the Course: |
The purpose of this course is to show the aspect of theoretical and practical knowledge of drama, work on serious situations, real life situations, share and improvise living experiences through drama, show the tension in body, face, (feelings), provide trust and communication between groups, use drama in education to achieve educational goals in preschool level and to make teacher candidates aware that drama is a good way to change attitudes. |
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Contribution of the Course to Professional Development |
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| Week |
Theoretical |
Practical |
| 1 |
General information about course content and resources.
Throughout the semester, students explore topics that will be served as a seminar in the classroom.
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Activities to develop interaction in the group. |
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Improve communication and interaction |
Walking in a certain rhythm and then in different rhythms, different tempos, warm-up excercises, games for interaction.
Relaxation activity |
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Definitions of drama, dramatic play, drama in education, improvisation etc. |
Warm-up activities.
Basic improvisations using stereotypes –klisches.
Evaluation of each group about their drama.
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Stages of drama |
Warm-up: the dance game with hands and feets.
Activity:Statue and sculptor.
Group improvisations.
The evaluation process.
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Drama in Education
Teaching and learning
Curriculum integration
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Preparing drama teaching plans for subject-matters.
Discussing the integrated curriculum in the classroom.
Focusing on integrated studies: Drama and other disciplines and their relationship.
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Drama techniques |
Group drama using different drama techniques e.g. conscience alley, split screen, gossip circle, still image, improvisation, inner voice, flash back, letters, writing in role, role play, hot seating, telephone conversation, holding a meeting, pantomime. |
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Theatre and drama |
Focusing on similarities and differences between drama and theatre.
From drama to theatre: Starting with improvisations using drama techniques, and then planning a play and working on performances.
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Role cards |
Talking about role cards in the group. Making the group aware that the role cards need certain information and that the special information or issue has to be just in one role card. The problem will not stated openly. The role cards come within the story. The group imrpovise an aspect in life. They are framing the life through drama and role cards.
In the role card it is need to know “who-where-when etc.”
Make statements to the class like:
“Role cards let us go to a particular place. You can share living experience through drama and also through the role cards.The teacher has to look at the issue using the role cards. Nothing is randomly, everything is prepared by the teacher.”
Drama activities and group improvisations with role cards.
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| 9 |
Forum Theatre |
Discussing the topic “Theatre in community (communities make stories)” with the whole group. Sharing thoughts and ideas.
All the group in the class come together and work on an interactive theatre (the ordiance become active in the play-theatre).
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The use of masks |
Discussing about aspects in drama and the importance of masks.
Making statements in the class like: “Mask is a different tool to represent the world to children. Masks can be used as a different language, but it is also the part of drama.”
Making masks from waste materials and using them in drama. Improvising different real life stories with these masks.
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The relationship between drama and fine arts |
Making improvisations based on visual arts.
Describing paintings from famous artists in art history (what is in the picture; people, nature, building etc.) and starting from this point to creat stories. This stories could be a part of life that has a tension, an issue. Putting a frame in life trough drama.
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The structure of improvisation |
Focusing on the structure of improvisation.
WHO: Describe who they are.
WHERE: Describe where it happen. Shop-car..etc.
WHEN: Describe when it happen.
Talking about the starting and end point: (still photo). Making the students aware that stillniss in the beginning and in the end of the drama is very important.
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Drama and literature |
Making improvisations based on different literature samples.
Creating real life stories with a tension/problem related to well known novels, narratives, tales etc. Finding solutions to the problem from groups different point of view.
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Drama and music |
Warm-ups with different music styles.
Dancing and moving the body with music from different periods.
Writing a story by listening to a music. The group should think that every story has it’s own problem, issue. Focusing on the end and finding solutions to the problem.
Thinking of the impressions.The music influences our body/mind and soul. Expressing the feelings in listening and writing.
Discussing the relationship between music and drama, talking about aspects that bind these two disciplines together.
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