| Week |
Subject |
Related Preparation |
| 1) |
Getting acquainted, transferring information about the content and teaching of the course, introduction to theater and drama in education
|
|
| 2) |
What is the place and importance of the use of theater and drama for educational purposes in the history of art?
|
|
| 3) |
What is theater in education? What are the basic concepts of theater in education?
|
|
| 4) |
The basic principles of TIE (theatre in education) practice studies
|
|
| 5) |
Educational theater practices-Bertolt Brecht Approach
|
|
| 6) |
Educational theater practices-Augusto Boal Approach
|
|
| 7) |
Definition of drama in education
|
|
| 8) |
Midterm |
|
| 9) |
Drama application areas in education
|
|
| 10) |
Drama Application Techniques in Education-Dorothty Heatcote Approach"
|
|
| 11) |
Drama Application Techniques in Education-Gavin Bolton Approach
|
|
| 12) |
Drama Application Techniques in Education-on-site application and observation-k12 school observation
|
|
| 13) |
Drama Application Techniques in Education-on-site application and observation-k12 school observation
|
|
| 14) |
Theater and drama project design in original education
|
|
| Course Notes / Textbooks: |
|
| References: |
Brecht, Bertolt, Epik Tiyatro (2011), Agora Kitaplığı, Boal, Augusto, Ezilenlerin Tiyatrosu, Boğaziçi Üniversitesi Yayınevi 9789756193938, Adıgüzel Ömer, Eğitimde Yaratıcı Drama,Yapı Kredi Yayınları, 978-975-08-4247-4, Nicholson, H. (2009). Theatre and Education, Palgrave McMillan, ISBN: 978-0230218574, Sezgin, Bülent, Oyun-Drama-Tiyatro İlişkisi Kuram ve Uygulama (2015), BGST Yayınları
|
| |
Program Outcomes |
Level of Contribution |
| 1) |
They acquire theoretical, historical and aesthetic knowledge specific to their field by using methods and techniques related to performing arts (acting, dance, music, etc.). |
4 |
| 2) |
They have knowledge about art culture and aesthetics and they provide the unity of theory and practice in their field. |
4 |
| 3) |
They are aware of national and international values in performing arts. |
3 |
| 4) |
Abstract and concrete concepts of performing arts; can transform it into creative thinking, innovative and original works. |
4 |
| 5) |
They have the sensitivity to run a business successfully in their field. |
4 |
| 6) |
Develops the ability to perceive, think, design and implement multidimensional from local to universal. |
4 |
| 7) |
They have knowledge about the disciplines that the performing arts field is related to and can evaluate the interaction of the sub-disciplines within their field. |
4 |
| 8) |
They develop the ability to perceive, design, and apply multidimensionality by having knowledge about artistic criticism methods. |
5 |
| 9) |
They can share original works related to their field with the society and evaluate their results and question their own work by using critical methods. |
3 |
| 10) |
They follow English language resources related to their field and can communicate with foreign colleagues in their field. |
|
| 11) |
By becoming aware of national and international values in the field of performing arts, they can transform abstract and concrete concepts into creative thinking, innovative and original works. |
4 |
| 12) |
They can produce original works within the framework of an interdisciplinary understanding of art. |
4 |
| 13) |
Within the framework of the Performing Arts Program and the units within it, they become individuals who are equipped to take part in the universal platform in their field. |
3 |
| 14) |
Within the Performing Arts Program, according to the field of study; have competent technical knowledge in the field of acting and musical theater. |
4 |
| 15) |
They use information and communication technologies together with computer software that is at least at the Advanced Level of the European Computer Use License as required by the field. |
|