| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Creatıve Drama | RPD 014 | 0 | 2 + 0 | 2 | 4 |
| Ön Koşul Dersleri | |
| Önerilen Seçmeli Dersler |
Drama in Education Human Relations and Communication Psychological Counseling with Children and Adolescents Applied Behavior Analysis |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Seçmeli |
| Dersin Koordinatörü | Prof.Dr. EYÜP ÇELİK |
| Dersi Verenler | |
| Dersin Yardımcıları | Res. Assist. Samet Makas Res. Assist. Eda Biçener |
| Dersin Kategorisi | Diğer |
| Dersin Amacı | To students; to make them aware of their individual characteristics, empathy and critical thinking skills, social development and working together, problem solving, communication, observation and dreaming skills to develop. To gain the ability of designing and applying drama course at vocational level. |
| Dersin İçeriği | Basic concepts, historical development of creative drama; planning, implementing and evaluating the creative drama process to support developmental areas by taking individual differences into consideration and developing positive attitudes towards the field. |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | Explains the basic concepts of creative drama. | Lecture, Question-Answer, Discussion, Case Study, | Testing, Homework, |
| 2 | Knows the theoretical and methodological foundations of creative drama. | Lecture, Question-Answer, Discussion, Case Study, | Testing, Homework, |
| 3 | Knows the historical development of creative drama. | Lecture, Question-Answer, Discussion, Case Study, | Testing, Homework, |
| 4 | Uses creative drama activities in school PCG services with children and adolescents of various ages. | Lecture, Question-Answer, Discussion, Case Study, | Testing, Homework, |
| 5 | Applies the cognitive processes and skills necessary to participate in drama activities. | Lecture, Question-Answer, Discussion, Case Study, | Testing, Homework, |
| 6 | Structures drama activities by using special techniques used in drama. | Lecture, Question-Answer, Discussion, Case Study, | Testing, Homework, |
| 7 | Learn to work with other students in group exercises. | Lecture, Question-Answer, Discussion, Case Study, | Testing, Homework, |
| 8 | Develop a classroom guidance activity using creative drama techniques. | Lecture, Question-Answer, Discussion, Case Study, | Testing, Homework, |
| 9 | Discuss the work of others in a non-judgmental setting. | Lecture, Question-Answer, Discussion, Case Study, | Testing, Homework, |
| 10 | Develops himself / herself in planning, implementing and evaluating creative drama program in education. | Lecture, Question-Answer, Discussion, Case Study, | Testing, Homework, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|
| Kaynaklar | |
|---|---|
| Ders Notu | |
| Ders Kaynakları | Altınay, D. (1998). Psikodrama 300 ısınma oyunu. (3. Baskı). İstanbul: Sistem Yayıncılık. Bozdoğan, Z. (2003). Okulda rehberlik etkinlikleri ve yaratıcı drama. Ankara: Nobel Yayıncılık Güven, M. ve ark. (2006). Çocuklar için yaratıcı drama. İstanbul: Epsilon Yayınevi Şahin, A. (2007). Yaratıcı drama yöntemi ile anne-baba eğitimi. Ankara: Nobel Yayın Dağıtım. Önder, A. (2010). Yaşayarak öğrenme için eğitici drama (8.Baskı). Ankara: Nobel Yayın Dağıtım. Uşaklı, H. (2011). Drama ve iletişim becerileri (2. Basım). Ankara: Nobel Yayın Dağıtım. Üstündağ, T. (2001).Yaratıcı drama öğretmenimin günlüğü. (2. baskı), Pegem A. |
| Sıra | Program Çıktıları | Katkı Düzeyi | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | • They are aware of the existing social structure and cultural dynamics while providing guidance and counseling services. | X | |||||
| 2 | • They use the terminology of guidance and counseling by adhering to grammar rules of the native language | X | |||||
| 3 | • They have a linguistic interaction with which they express their feelings thoughts and facts related to the field of guidance and psychological counseling in all kinds of cultural and social contexts. | X | |||||
| 4 | • They have a linguistic interaction that can identify the needs of clients with different cultural contexts from the current culture. | X | |||||
| 5 | • They have knowledge of foreign language with which they can follow recent scientific developments such as new therapy techniques, theories, symposiums) about the field. | X | |||||
| 6 | • They communicate with clients with different cultural contexts from current culture on the basis of positive acceptance. | X | |||||
| 7 | • They list and describe the competences to conduct research in the field of Counseling and Psychological Counseling. | X | |||||
| 8 | They list and describe vocational counseling lists and discloses measuring instruments to be used in aid process. | X | |||||
| 9 | • They appropriately analyze scientific data obtained during conducting guidance and psychological counseling services. | X | |||||
| 10 | • They appropriately analyze scientific data obtained during conducting guidance and psychological counseling services. | X | |||||
| 11 | • They appropriately analyze scientific data obtained during conducting guidance and psychological counseling services. | X | |||||
| 12 | • They effectively express their knowledge, opinions and suggestions in the field of guidance and psychological counseling by using various communication tools. | X | |||||
| 13 | • They plan individual and group counseling sessions by deciding on the needs of their clients. | X | |||||
| 14 | • They take into account the consultant and situation-specific conditions while planning the psychological counseling process. | X | |||||
| 15 | • They provide preventive guidance and psychological counseling services tailored to the changing needs of the institution they serve. | X | |||||
| 16 | • They manage and adjourn individual and group counseling sessions by deciding on the needs of their clients. | X | |||||
| 17 | • They are aware of their social resources to solve problems that are encountered and unpredictable in their field related applications. | X | |||||
| 18 | • They request support from their social resources to solve problems that are encountered and unpredictable in their field related applications. | X | |||||
| 19 | • They know the scope of school guidance and psychological services and serve school stakeholders within this context. | X | |||||
| 20 | • They frame the problems of their clients with a scientific outlook by referencing to development, learning and personality theories. | X | |||||
| 21 | • They are aware of their social resources to solve problems that are encountered and unpredictable in their field related applications. | X | |||||
| 22 | • They request support from their social resources to solve problems that are encountered and unpredictable in their field related applications. | X | |||||
| 23 | • They offer psychological counseling assistance after traumatic events that may occur at the national or local level. | X | |||||
| 24 | • They take into consideration spiritual and universal values while conducting the psychological aid process. | X | |||||
| 25 | • They establish effective communication and business alliance with students, colleagues, family and other stakeholders in education to effectively conduct guidance services. | X | |||||
| 26 | • They perform the process of identifying students with various adjustment disorders, developing the intervention plan, implementing and monitoring. | X | |||||
| 27 | • They plan appropriate counseling sessions specific to each individual by taking into account individual and social circumstances of the ability to make individual and group psychological counseling. | X | |||||
| 28 | • They initiate, maintain and adjourn individual counseling sessions that are specific to individual, taking into account the individual and social circumstances of the ability to make psychological counseling with individual and group. | X | |||||
| 29 | • They implement a guidance program for treatment of developmental crises that may arise during life span. | X | |||||
| 30 | They acquire an ethical understanding of the positive acceptance framework by being loyal to the ethical principles of the field of guidance and psychological counseling. | X | |||||
| 31 | • They develop professional attitudes in accordance with the basic principles of human relations and communication. | X | |||||
| Değerlendirme Sistemi | |
|---|---|
| Yarıyıl Çalışmaları | Katkı Oranı |
| 1. Ara Sınav | 50 |
| 1. Kısa Sınav | 15 |
| 2. Kısa Sınav | 15 |
| 1. Ödev | 20 |
| Toplam | 100 |
| 1. Yıl İçinin Başarıya | 60 |
| 1. Final | 40 |
| Toplam | 100 |
| AKTS - İş Yükü Etkinlik | Sayı | Süre (Saat) | Toplam İş Yükü (Saat) |
|---|---|---|---|
| Course Duration (Including the exam week: 16x Total course hours) | 16 | 2 | 32 |
| Hours for off-the-classroom study (Pre-study, practice) | 13 | 2 | 26 |
| Mid-terms | 1 | 10 | 10 |
| Quiz | 2 | 6 | 12 |
| Assignment | 1 | 10 | 10 |
| Final examination | 1 | 10 | 10 |
| Toplam İş Yükü | 100 | ||
| Toplam İş Yükü / 25 (Saat) | 4 | ||
| Dersin AKTS Kredisi | 4 | ||