SECTION I: GENERAL INFORMATION ABOUT THE COURSE

Course Code	Course Name	Year	Semester	Theoretical	Practical	Credit	ECTS
50912TATOZ-CGE0051	Drama in Education	1	Fall	1	1	2	3

Course Type :	Compulsory
Cycle:	Associate      TQF-HE:5. Master`s Degree      QF-EHEA:Short Cycle      EQF-LLL:5. Master`s Degree
Language of Instruction:	Turkish
Prerequisities and Co-requisities:	N/A
Mode of Delivery:	Face to face
Name of Coordinator:	Dr. Öğr. Üyesi FATMA MELTEM YURTSEVEN
Dersin Öğretim Eleman(lar)ı:
Dersin Kategorisi:

SECTION II: INTRODUCTION TO THE COURSE

Course Objectives & Content

Course Objectives:	The aim of this course is to make the students to use empathy skills more effectively by using the skills of empathy, to learn the basic concepts of drama, to have knowledge about drama techniques, to comprehend the relationship between theater and other fields, to participate in drama practices.
Course Content:	At the end of this course students will be able to; Information about drama, drama definition, objectives, characteristics have knowledge about planning, implementation and evaluation of drama program It will be. Will be able to use the necessary techniques related to drama, to plan and evaluate the applications.

Course Specific Rules

As in other courses, 70% attendance is required.

Course Learning Outcomes (CLOs)

Course Learning Outcomes (CLOs) are those describing the knowledge, skills and competencies that students are expected to achieve upon successful completion of the course. In this context, Course Learning Outcomes defined for this course unit are as follows:

Knowledge (Described as Theoritical and/or Factual Knowledge.)

1) Express the structure and application stages of educational drama.

Skills (Describe as Cognitive and/or Practical Skills.)

1) Makes the evaluation of educational drama in terms of 0-18 age group child and plans activities according to the developmental characteristics.

Competences (Described as "Ability of the learner to apply knowledge and skills autonomously with responsibility", "Learning to learn"," Communication and social" and "Field specific" competences.)

1) Explain how educational drama is classified according to age groups and application areas.

Weekly Course Schedule

Week	Subject	Materials Sharing *
		Related Preparation	Further Study
1)	Definitions of drama in education, differences between drama and theater, content and introduction studies.
2)	Definition and content of psychodrama, creative drama, drama-play and educational drama, planning of creative drama in education, sample application.
3)	The historical development of drama to the children, the historical development of drama in Turkey, sample application.
4)	Stages of drama in education, construction of drama, sample application.
5)	Classification of drama according to age groups and application areas, components of drama, sample application.
6)	Drama teachers' qualifications in education, problems the teacher may encounter, drama as a teaching method, sample application.
7)	Possibilities of using drama in child development department in education, the effect of drama in education on child's development areas (social-emotional, self-care, psychomotor, language), sample application.
8)	Midterm
9)	Techniques used in drama (Use of sound, improvisation, role playing, role in the wall, costume, daily-letter-memory book, role writing, photo frame, drama with small group, ritual, backward-forward belt, leader / teacher role), practice
10)	Techniques used in drama (meeting, batch drawing, play, incomplete material, map-schema drawing, simulation, phone call, expert opinion, interview-query, drama with whole group, interview), application example.
11)	Techniques used in drama (role changing, revamping, cuff preparation, prepared roles, nonverbal play, moment highlighting, real moment, narrative, thought tracking, this path-way, dramatization, role cards), application example.
12)	Drama applications (student applications)
13)	Drama applications (student applications)
14)	Drama applications (student applications)
15)	An overview

*These fields provides students with course materials for their pre- and further study before and after the course delivered.

Recommended or Required Reading & Other Learning Resources/Tools

Course Notes / Textbooks:

1- Önder, A. (2016). Yaşayarak Öğrenme İçin Eğitici Drama. Kuramsal Temellerle Uygulama Uygulama Teknikleri ve Örnekleri', Ankara: Nobel Yayınevi. 2- Önder, A. (2017). Okul Öncesi Çocukları İçin Eğitici Drama Uygulamaları. Ankara: Eğiten Kitap. 3- Ömeroğlu, E. ve Kandır, A. ve Ersoy, Ö. ve Tezel Şahin, F. ve Turla, A. (2010). Okul Öncesi Eğitimde Drama. Kök Yayınevi. 4- Çalışkan, N. ve Karadağ, E. (2014). Eğitimde Drama Teorik Temelleri ve Uygulama Örnekleri. Anı Yayınları. 5- Adıgüzel, Ö. (2018). Eğitimde Yaratıcı Drama. Yapı Kredi Yayınları.

References:

1- Uşaklı, H. Drama ve İletişim Becerileri 'Teori, Araştırma, Uygulama'. Nobel Yayınevi. 2- Önder, A. (2008). Zihinsel Engellilerle Eğitici Drama. İstanbul: MorPa. 3- Oğuzkan, Ş. (1986). Anaokullarında Yaratıcı Dramatizasyon. Ankara: YA-PA Yayınları. 4- Cüceloğlu, D. (1995). Yeniden İnsan İnsana. İstanbul: Remzi Kitabevi. 5- Özdemir, E. (1985). Uygulamalı Dramatizasyon. Ankara: MEB Öğretmeni İş Başında Yetiştirme Bürosu Yayınları.

SECTION III: RELATIONSHIP BETWEEN COURSE UNIT AND COURSE LEARNING OUTCOMES (CLOs)

(The matrix below shows how the course learning outcomes (CLOs) associates with programme learning outcomes (both KPLOs & SPLOs) and, if exist, the level of quantitative contribution to them.)

Relationship Between CLOs & PLOs

(KPLOs and SPLOs are the abbreviations for Key & Sub- Programme Learning Outcomes, respectively. )

CLOs/PLOs	KPLO 1							KPLO 2			KPLO 3				KPLO 4				KPLO 5
	1	2	3	4	5	6	7	1	2	3	1	2	3	4	1	2	3	4	1	2	3	4	5	6	7	8	9	10	11	12
CLO1
CLO2
CLO3

Level of Contribution of the Course to PLOs

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Programme Learning Outcomes	Contribution Level (from 1 to 5)
1)	Explains the basic, theoretical and practical knowledge about child development,	3
	1.1 Explains the developmental characteristics and learning methods and techniques of children with normal development who need special education.	3
	1.2 Education of children aged 0-18; expresses the relationship between importance, purpose and principles.	3
	1.3 Explain the theories about developmental areas.	3
	1.4 Explains basic, theoretical information about children's rights.
	1.5 Informs the families of children in normal development and children in need of special needs.
	1.6 Professional ethics and responsibility awareness about the field.
	1.7 Has knowledge about Occupational Health and Safety, Environmental Protection, Disaster and Emergency.
2)	Uses basic theoretical and practical knowledge, basic computer programs and related technologies in the field.
	2.1 Design educational materials suitable for children's developmental levels and developing technology.
	2.2 Accesses and uses resources to access information.
	2.3 Uses computer programs and technology in the subjects and processes related to the field.
3)	Applies the theoretical knowledge in business life during a semester.	5
	3.1 Experiences all processes in business life.
	3.2 Takes part in activities related to the field of education in a business operating in the field.	5
	3.3 Questions the application with theoretical knowledge.	5
	3.4 Compiles the knowledge and experience gained in the field.	5
4)	It is in the process of effective communication by supporting quantitative and qualitative data and solutions to the related persons and institutions on issues related to the field of child development.	4
	4.1 Works in collaboration with other disciplines.	4
	4.2 Communicates effectively with children, family, colleagues and related institutions and organizations.	4
	4.3 She takes part in teamwork during her education.
	4.4 Its appearance, attitude, attitude and behavior make it an example for society.
5)	The competencies that are developed in line with the expectations of the business world and society and which are defined as the institutional outputs of our university are at the basic level.	4
	5.1 Acquires competency of analyzing and solving the problems.
	5.2 Has awareness for ethical and social responsibility.
	5.3 Takes responsibility as a team member in works and operations of his/her field.
	5.4 Is aware of written, verbal communication and interaction.
	5.5 Follows the developments of advanced technology and digital transformation.
	5.6 Acquires the awareness for lifelong learning.
	5.7 Has awareness about citizenship competency.
	5.8 Evaluates the developments of his/her field with the understanding of an entrepreneur.
	5.9 Acquires communication in a Foreign Language (English) competence defined on the level of at least A2 in European Language Portfolio. (In programs whose medium of instruction is English, on the level of B1).
	5.10 Gains the competence of developing a Global Perspective.	4
	5.11 Cultural Consciousness and Expression develops competence.	4
	5.12 Gain Social and Citizenship Qualification.

SECTION IV: TEACHING-LEARNING & ASSESMENT-EVALUATION METHODS OF THE COURSE

Teaching & Learning Methods of the Course

(All teaching and learning methods used at the university are managed systematically. Upon proposals of the programme units, they are assessed by the relevant academic boards and, if found appropriate, they are included among the university list. Programmes, then, choose the appropriate methods in line with their programme design from this list. Likewise, appropriate methods to be used for the course units can be chosen among those defined for the programme.)

Teaching and Learning Methods defined at the Programme Level	Teaching and Learning Methods Defined for the Course
Lectures
Discussion
Case Study
Problem Solving
Demonstration
Views
Laboratory
Reading
Homework
Project Preparation
Thesis Preparation
Peer Education
Seminar
Technical Visit
Course Conference
Brain Storming
Questions Answers
Individual and Group Work
Role Playing-Animation-Improvisation
Active Participation in Class

Assessment & Evaluation Methods of the Course

(All assessment and evaluation methods used at the university are managed systematically. Upon proposals of the programme units, they are assessed by the relevant academic boards and, if found appropriate, they are included among the university list. Programmes, then, choose the appropriate methods in line with their programme design from this list. Likewise, appropriate methods to be used for the course units can be chosen among those defined for the programme.)

Aassessment and evaluation Methods defined at the Programme Level	Assessment and Evaluation Methods defined for the Course
Midterm
Presentation
Final Exam
Quiz
Report Evaluation
Homework Evaluation
Oral Exam
Thesis Defense
Jury Evaluation
Practice Exam
Evaluation of Implementation Training in the Workplace
Active Participation in Class
Participation in Discussions

Relationship Between CLOs & Teaching-Learning, Assesment-Evaluation Methods of the Course

(The matrix below shows the teaching-learning and assessment-evaluation methods designated for the course unit in relation to the course learning outcomes.)

Contribution of Assesment & Evalution Activities to Final Grade of the Course

Measurement and Evaluation Methods	# of practice per semester	Level of Contribution
Quizzes	2	% 20.00
Midterms	1	% 30.00
Semester Final Exam	1	% 50.00
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 50
PERCENTAGE OF FINAL WORK		% 50
Total		% 100

SECTION V: WORKLOAD & ECTS CREDITS ALLOCATED FOR THE COURSE

WORKLOAD OF TEACHING & LEARNING ACTIVITIES
Teaching & Learning Activities	# of Activities per semester	Duration (hour)	Total Workload
Course	15	2	30
Laboratory	0	0	0
Application	1	7	7
Special Course Internship (Work Placement)	0	0	0
Field Work	0	0	0
Study Hours Out of Class	0	0	0
Presentations / Seminar	0	0	0
Project	0	0	0
Homework Assignments	1	3	3
Total Workload of Teaching & Learning Activities	-	-	40
WORKLOAD OF ASSESMENT & EVALUATION ACTIVITIES
Assesment & Evaluation Activities	# of Activities per semester	Duration (hour)	Total Workload
Quizzes	2	4	8
Midterms	1	5	5
Semester Final Exam	1	6	6
Total Workload of Assesment & Evaluation Activities	-	-	19
TOTAL WORKLOAD (Teaching & Learning + Assesment & Evaluation Activities)			59
ECTS CREDITS OF THE COURSE (Total Workload/25.5 h)			3