Psychologıcal Guidance and Counseling | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | RPDP462 | ||||||||
Course Name: | Creative Drama | ||||||||
Course Semester: | Spring | ||||||||
Course Credits: |
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Language of instruction: | TR | ||||||||
Course Requisites: | |||||||||
Does the Course Require Work Experience?: | No | ||||||||
Type of course: | Field Education | ||||||||
Course Level: |
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Mode of Delivery: | Face to face | ||||||||
Course Coordinator : | Dr.Öğr.Üyesi SANEM BÜLBÜL HÜNER | ||||||||
Course Lecturer(s): |
Öğr.Gör. AHMET ZEKİ ORTA |
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Course Assistants: |
Course Objectives: | The aim of this course is to know the drama as a teaching method, to know the importance, benefit and the role of drama in psychological counseling, to be able to plan drama activities |
Course Content: | Meaning and definition of creative drama, differences between like concepts, history, formation and execution steps of creative drama, classification of drama according to age and execution groups, special methods in creative drama, evaluation, drama samples and new drama sample generations |
The students who have succeeded in this course;
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Week | Subject | Related Preparation |
1) | First Meeting communication interaction studies | . |
2) | Adaptation studies | Reading related sources(books, journals, etc) |
3) | Trust studies | Reading related sources(books, journals, etc) |
4) | Sense studies | Reading related sources(books, journals, etc) |
5) | Concentration | Reading related sources(books, journals, etc) |
6) | Group work | Reading related sources(books, journals, etc) |
7) | Role Playing | Reading related sources(books, journals, etc) |
8) | midterm | . |
9) | Role Playing | . |
10) | Role Playing | . |
11) | Pantomime | . |
12) | Socio-drama | . |
13) | Improvization | . |
14) | Creative drama applications at psychological counseling | . |
15) | . | . |
Course Notes / Textbooks: | Adıgüzel, H.Ömer (1993) Oyun ve Yaratıcı Drama İlişkisi, Ankara Üniversitesi Sosyal Bilimler Enstitüsü Yayınlanmamış Yüksek Lisans Tezi, Adigüzel, H.Ömer (edt.) (2002) Yaratıcı Drama Yazılar I 1985-1995, Natürel Yayınları, Ankara. Adiguzel, H.Ömer (edt) 2004 Yaratıcı Drama Yazılar II, Natürel Yayınları, Ankara. Baran, Musa (1993) Çocuk Oyunları, Kültür Bakanlığı Yayınları, Ankara. Ferda Öztürk(1996) Okulöncesi Dönem Müzik Eğitiminde Dramanın Kullanımının Etkinliği (5-6 Yaş Grubu), Ank. Üniversitesi Sosyal Bilimler Enstitüsü. Gönen, Mübeccel, Dalkılıç, Nursel U.(1998) Çocuk Eğitiminde Drama, Epsilon Yayınları, İstanbul. Levent, Tamer (1993) Niçin Tiyatro, Gündoğan Yayınları, Ankara. Ömeroğlu, Esra vd.(2003) Okulöncesi Eğitimde Drama, Kök Yayınları, Ankara. Özhan, Mevlüt (1997) Türkiye’de Çocuk Oyunları Kültürü Öztürk, Ali vd. (2005) Çocukta Yaratıcılık ve Drama, Anadolu Üniversitesi Yayınları, Eskişehir Öztürk, Ali vd. (2007) İlköğretimde Drama, Anadolu Üniversitesi Yayınları, Eskişehir Üstündağ, Tülay (2004) Drama Öğretmenimin Günlüğü (6. Baskı) Pegem A yayınları, Ankara Aral, N. ve dğ. (2000). Eğitimde drama. İstanbul: Yapa Y. Aslan, N. ve dğ. (1999). Türkiye 1. Drama Liderleri Buluşması: Oluşum Tiyatrosu ve Drama Atölyesi. Ankara: Fersa Matbaacılık San, I. (). Sanat ve Yaratıcılık Eğitimi Olarak Tiyatro. Aslan, N. ve dğ. (2000). Dramaya Çok Yönlü Bakış. Ankara Ölüşüm Tiyatrosu ve Drama Atölyesi.Ankara: Fersa Matbaacılık |
References: | Adıgüzel, H.Ömer (1993) Oyun ve Yaratıcı Drama İlişkisi, Ankara Üniversitesi Sosyal Bilimler Enstitüsü Yayınlanmamış Yüksek Lisans Tezi, Adigüzel, H.Ömer (edt.) (2002) Yaratıcı Drama Yazılar I 1985-1995, Natürel Yayınları, Ankara. Adiguzel, H.Ömer (edt) 2004 Yaratıcı Drama Yazılar II, Natürel Yayınları, Ankara. Baran, Musa (1993) Çocuk Oyunları, Kültür Bakanlığı Yayınları, Ankara. Ferda Öztürk(1996) Okulöncesi Dönem Müzik Eğitiminde Dramanın Kullanımının Etkinliği (5-6 Yaş Grubu), Ank. Üniversitesi Sosyal Bilimler Enstitüsü. Gönen, Mübeccel, Dalkılıç, Nursel U.(1998) Çocuk Eğitiminde Drama, Epsilon Yayınları, İstanbul. Levent, Tamer (1993) Niçin Tiyatro, Gündoğan Yayınları, Ankara. Ömeroğlu, Esra vd.(2003) Okulöncesi Eğitimde Drama, Kök Yayınları, Ankara. Özhan, Mevlüt (1997) Türkiye’de Çocuk Oyunları Kültürü Öztürk, Ali vd. (2005) Çocukta Yaratıcılık ve Drama, Anadolu Üniversitesi Yayınları, Eskişehir Öztürk, Ali vd. (2007) İlköğretimde Drama, Anadolu Üniversitesi Yayınları, Eskişehir Üstündağ, Tülay (2004) Drama Öğretmenimin Günlüğü (6. Baskı) Pegem A yayınları, Ankara Aral, N. ve dğ. (2000). Eğitimde drama. İstanbul: Yapa Y. Aslan, N. ve dğ. (1999). Türkiye 1. Drama Liderleri Buluşması: Oluşum Tiyatrosu ve Drama Atölyesi. Ankara: Fersa Matbaacılık San, I. (). Sanat ve Yaratıcılık Eğitimi Olarak Tiyatro. Aslan, N. ve dğ. (2000). Dramaya Çok Yönlü Bakış. Ankara Ölüşüm Tiyatrosu ve Drama Atölyesi.Ankara: Fersa Matbaacılık |
Learning Outcomes | 1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
10 |
11 |
12 |
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Program Outcomes | ||||||||||||
1) P1. Being able to conduct research using the relevant scientific methodology in order to produce solutions for the problems of the field. | ||||||||||||
2) P2. Being able to acquire and use a valid foreign language in the field for accessing and sharing information verbally and in written form as well as producing information (European Language Portfolio Global Scale 1, Level B1) | ||||||||||||
3) P3. Being able to utilize relevant computer skills necessary in the field as well as information and communication technologies (European Computer Driving License, Advanced Level). | ||||||||||||
4) P4. Possessing sufficient awareness of preserving universal, local and cultural values, human and animal rights and of environmental preservation as well as understand and solve current related problems. | ||||||||||||
5) P5. Being able to identify basic developmental qualities through the awareness of primary theoretical approaches related with human development. | ||||||||||||
6) P6. Being able to accept and respect differences and diversity in delivering psychological counseling and guidance services through sensitivity towards different cultures. | ||||||||||||
7) P7. Being able to possess a knowledge of primary fields of educational sciences and to utilize the theories and concepts of psychological counseling and guidance in providing educational development. | ||||||||||||
8) P8. Being able to evaluate, implement and interpret concepts and scientific methods in the field of psychological counseling. | ||||||||||||
9) P9. Being able to build constructive, ethical and trustworthy relationship with the clients during the psychological counseling and guidance process and to utilize the appropriate approach for the needs of the clients using active listening skills. | ||||||||||||
10) P10. Being capable of initiating group psychological counseling and guidance process, continue and finalize it. Being able to possess the knowledge of group psychological counseling and guidance theories and approaches. | ||||||||||||
11) P11. Being able to understand the individuals by using techniques of individual recognition. | ||||||||||||
12) P12. Being capable of developing and evaluating psychological guidance and counseling programmes. |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | P1. Being able to conduct research using the relevant scientific methodology in order to produce solutions for the problems of the field. | |
2) | P2. Being able to acquire and use a valid foreign language in the field for accessing and sharing information verbally and in written form as well as producing information (European Language Portfolio Global Scale 1, Level B1) | |
3) | P3. Being able to utilize relevant computer skills necessary in the field as well as information and communication technologies (European Computer Driving License, Advanced Level). | |
4) | P4. Possessing sufficient awareness of preserving universal, local and cultural values, human and animal rights and of environmental preservation as well as understand and solve current related problems. | |
5) | P5. Being able to identify basic developmental qualities through the awareness of primary theoretical approaches related with human development. | |
6) | P6. Being able to accept and respect differences and diversity in delivering psychological counseling and guidance services through sensitivity towards different cultures. | |
7) | P7. Being able to possess a knowledge of primary fields of educational sciences and to utilize the theories and concepts of psychological counseling and guidance in providing educational development. | |
8) | P8. Being able to evaluate, implement and interpret concepts and scientific methods in the field of psychological counseling. | |
9) | P9. Being able to build constructive, ethical and trustworthy relationship with the clients during the psychological counseling and guidance process and to utilize the appropriate approach for the needs of the clients using active listening skills. | |
10) | P10. Being capable of initiating group psychological counseling and guidance process, continue and finalize it. Being able to possess the knowledge of group psychological counseling and guidance theories and approaches. | |
11) | P11. Being able to understand the individuals by using techniques of individual recognition. | |
12) | P12. Being capable of developing and evaluating psychological guidance and counseling programmes. |
Peer Review | |
Brainstorming/ Six tihnking hats | |
Lesson |
Homework | |
Individual Project |
Semester Requirements | Number of Activities | Level of Contribution |
Homework Assignments | 1 | % 30 |
Midterms | 1 | % 30 |
Final | 1 | % 40 |
total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 60 | |
PERCENTAGE OF FINAL WORK | % 40 | |
total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 13 | 2 | 26 |
Study Hours Out of Class | 13 | 4 | 52 |
Homework Assignments | 1 | 10 | 10 |
Midterms | 1 | 10 | 10 |
Final | 1 | 10 | 10 |
Total Workload | 108 |