Ömer Adıgüzel

Yaratıcılık Engellerinin Yaratıcı Drama ile Fark Edilmesine Yönelik Bir Araştırma

Bu calismanin amaci, ogrencilerin yaraticiligi engelleyen etmenleri ogrenmelerinde ve bu konuda farkindalik kazanmalarinda, yaratici dramanin rolunu incelemektir. Calismada nicel ve nitel arastirma yontemlerinin bir arada oldugu karma yontemlerden birlesik desen kullanilmistir. Arastirmanin calisma grubunu 2012-2013 ogretim yilinda ogrenim gormekte olan 6. sinif ogrencileri olusturmaktadir. Nicel ve nitel veriler seckisiz olmayan ornekleme yontemlerinden amacsal orneklem yardimiyla secilen arastirma gurubundan elde edilmistir. Veri toplamak amaciyla, ogrenci urunleri (mektup, poster, afis, yazili urunler), her oturum sonunda ogrencilere yoneltilen acik uclu sorular ve kavram listesi kullanilmistir. Calismada yaratici drama bir yontem olarak kullanilmaktadir. Ogrencilerin yaraticiliklarini engelleyen etmenler goz onunde bulundurularak okul, aile, cevre/toplum, teknoloji, kisisel ozellikler gibi basliklar belirlenmis ve bu basliklara uygun yaratici drama etkinlikleri kurgulanmistir. Calismada elde edilen veriler betimsel analiz ve SPSS programi kullanilarak analiz edilmistir. Calismadan elde edilen bulgular isiginda, ogrencilerin yaraticilik engellerini ogrenmelerinde ve farkindalik kazanmalarinda kullanilan yaratici drama yonteminin etkili oldugu gorulmustur. Elde edilen bulgular, yaratici drama yonteminin ogrencilerin kendilerini ifade etmelerinde, hayal guclerini ve yaraticiliklarini etkin bir bicimde kullanmalarinda etkili oldugunu gostermektedir.

Sosyal Bilgiler Dersinde Yaratıcı Drama’nın Bir Yöntem Olarak Kullanılmasının Öğrenci Başarısına Etkisi

This study aims to put forward whether the teaching of “The Ones Working for Society” unit located in 5. grade Social Sciences Lesson “Groups, Institutions and Social Networks” learning area by using creative drama method has effect on the student success or not. The study group of the research consists of 106 students which was determined with random sampling method among the 5. grade students attending a public school and a private school in Şirnak Province. Both quantitive and qualitative methods were used together in the research. As the qualitative method, data in the assessment form which consists of open-ended questions are gathered by using frequency analysis which is a content analysis type. And as the quantitive method, “Solomon Four Group Design” (S.F.G.D.) was utilized. Whereas in experimental group creative drama method was used while the subjects are treated, in control group question-answer, sample event, instruction and discussion method and techniques were used. Practice lasted for totally 24 hours as being 4 weeks for each school type. By assessing the points from pretests and posttests, it was determined whether there is a difference between experimental and control groups or not via “t test”. Besides, it was tested by single factoral analysis of variance (ANOVA) whether the difference between difference points average of groups is meaningful or not. In the consequence of the study, when posttest average points of students attending to public school and private school was compared, it was seen that there is a meaningful difference in the posttest points of students acoording to the school they attend. When the qualitative data acquired was examined, students in the experimental group stated that creative drama made the lessons very entertaining and funny, they were not bored during courses and rate of participating in courses was higher. In brief, it was concluded that usage of creative drama in lessons as a method is effective on student success at a meaningful level and students spent a positive learning process from many aspects.

Drama teachers: global encounters

‘Drama teachers: global encounters’ is a series of curated interviews with drama teachers. The aim is to generate a global snapshot of key issues effecting drama teachers and drama teaching, and to explore how these are navigated in the day-today experience of drama teaching. In this series, we would like to directly represent the drama teacher’s voice and also juxtapose voices of drama teachers working in contexts that have strong histories of drama in schools (UK, Canada, Australia), with drama educators working in regions less well documented in the drama education literature, for example, from the global South and places of conflict. The piece below summarises the themes arising from interviews with more than 30 drama teachers in Turkey, and outlines key challenges, including overcrowded classrooms, lack of infrastructural support and limited understanding of drama’s potential contribution to schools by administrators and policy-makers. It also proposes a programme for development focused on the provision of training opportunities that combine learning in university and school contexts, and fostering international collaboration. If you would like to contribute an interview or a piece of reflective writing to this series, please contact the ‘Points and Practices’ editor (jenny.hughes@manchester. ac.uk)

13. Uluslararası Eğitimde Drama/Tiyatro Kongresi 21-23 Kasım 2008 Dorothy Heathcote ile Ömer Adıgüzel Söyleşisi

13. Uluslararasi Egitimde Drama/Tiyatro Kongresi 21-23 Kasim 2008 Dorothy Heathcote ile Omer Adiguzel Soylesisi [1] [1] Bu soylesi metnin cevirisi Ismail Guven ve Zeki Ozen tarafindan, metin duzeltmesi de Omer Adiguzel tarafindan yapilmistir.