The Effect of Drama Education on Prospective Teachers' Creativity ∗ (original) (raw)
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Creativity in Education and Drama
This article gives an account of how drama in schools can unlock the use of imagination, intellect, empathy, perception and courage of pupils. Through it, ideas, responses and feelings can be expressed and communicated. It gives the potential to face challenge, to question and to bring about change in life. This is an exhilarating time to be involved in teaching the arts in schools. . Direct engagement in drama is essential as part of an arts-rich curriculum that every pupil has a right to experience such situation which they may face in life.Through it they become familiar with the culture and conventions of the language, state and the country. They can also learn to exercise critical judgement when making, performing and responding to drama of all kinds
The Impact Of Creative Drama Education On Development Of Social Skills Of Elementary School Students
Social development can be defined as the adaptation process of persons to the society in which they live. The children learning the rules and value norms accepted by the society and live in harmony with the community is in parallel with the positive development of education of the child. Creative drama education plays an important role on development of behaviours with social content such as distinguishing social behaviours, reducing negative and noncompliant behaviours, entering into good relations with peers and establishing themselves in the community. The research was performed by offering creative drama-based education to a group of 14 elementary school students between the ages of 7 and 12 for 22 hours. During the education activity, single group preliminary test-final test model, one of experimental research designs, was used as method in order to be able to measure the impact on social development of students. The data were collected with personal information from using Scale for Developing Social Skills (SBDO) which was devised by Akcamete and Avcioglu (2005). As a result, it was detected from the general outlook of social skills evaluation scale of students included in the study that there was statistically significant difference between scores obtained before and after education, and that the scores obtained by students from the scale as a whole after education showed statistically significant increase. Keywords: Creative drama, Elementary education, Social skill
Role of Creative Drama For The All-round Development Of The Students
International Journal of Innovative Research in Technology, 2021
Today we are in the digital age where technology is developing by leaps and bounds. So also, the student's minds are in tune with the technology right from the beginning of their lives. Hence there should be a change in the teaching styles from traditional methods to modern methods. Teaching should not be bound to the classrooms but should be extended to the society, community and to the world around. Teaching and learning of English has been a challenge particularly to the second language learners. Though there are a variety of activities and techniques to enhance English communication skills, drama can also be used as a tool to improve not only language proficiency but also to develop knowledge of the society. Hence the present study aims at the creative use of drama for the all round development of the students.
The present study investigates the influenceof teaching English subject using drama on the development of intermediate students' creative thinking. The sample population of the study comprises two randomly selected first year intermediate classes of the 33 intermediate female school in Tabuk. One class of 24 students has been assigned to be control group. The other class of 23 students has been assigned to be experimental. Upon review of related literature and previous studies, 4 dramatic teaching scenes were prepared in the light of drama for each lesson in unit 10 (the body) of first year intermediate English subject. Tool (Torrance creative thinking test) was adopted upon review of literature and related studies. Validity and reliability of the tools have been measured. Applying the pre-test of creative thinking for both control and experimental groups. The control group has been taught using the traditional way of teaching whereas the experimental group has been taught using drama.The post--test of creative thinking applied by the end of teaching the assigned unit.Data was statistically analyzed.Results have been discussed.Based on results recommendations and suggestions have been occurred.
Creative Drama at School and Creative Drama Activities
Prima Educatione, 2018
In the past years, numerous efforts for reformation of the traditional education system were witnessed in connection with changes in society. The educational process needs to be organized in a way which ensures individual development of a person to a full extent of his or her capabilities in order to prepare him or her for the best possible integration into society. Pre-primary education is an important milestone in the education of children who are spontaneous in their actions and communication. This paper focuses on the use of a creative drama which uses experiential and cooperative teaching during creative activities which enhance the development of child's personality. Creative drama represents learning through experience and emphasizes the individuality of every person. Drama activities create space for gaining new experience and active participation in various creative drama situations.
This study has been undertaken using a creative drama in teaching in order to improve the communication and thinking skills for the students of preparatory year students at the Northern Border University. It aimed to measure the differences between the experimental and control groups in skills acquisition among students. The study was conducted on 140 students from both genders (males=70 and females=70). The students were divided into four groups: each has 35 students. The study adopted an experimental approach by observing students' behavior through affecting their communication and thinking skills with using drama. The findings confirmed that using drama in teaching significantly affected on the experimental group than the students of the control group who were taught with traditional methods as the experimental group achieved better results than the control group. Furthermore, the study stressed the possibility of benefiting from the drama in teaching other practical courses at the university level and provided several recommendations in this regard as well.
The aim of this study is to investigate the effect of creative drama method on student achievement in the instruction of some development and learning theories. 19 volunteer students from Karadeniz Technical University Fatih Faculty of Education Computer Education and Instructional Technologies (CEIT) Department were participated in the study which took place for 5 weeks in the spring term of the 2009-2010 educational year. Prior to the study an achievement test with determined 0,93 reliability coefficient was applied to the sample. After 15 hours creative drama sessions the students were retested with the same achievement test. Some statistical packages were used to check whether there was significant difference between pre and post achievement test scores. Additionally, the sessions were evaluated with KWL charts filled by the sample before and after each session. Backed with the study result it was determined that creative drama method had significant effect on student achievement.
Chapter -2 A Review of Drama Education among Children
AkiNik, 2019
The concept of utilising creative drama as a form of education is still relatively new in Malaysia. Nevertheless, the research and effectiveness of drama in education has been proven through the years and there has been a slow introduction and integration within the Malaysian Education system. The theory of this is that drama serves through improving the soft skills of the children from varying communities-by providing them with necessary confidence to elevate esteem. Hence, drama in education stands to be a potentially powerful tool in connecting students with learning and content. To validate this proposition, this literature review examines the impact of drama education in terms of how it could affect the mentality of developing children. It is to understand the deeper psyche to the role drama plays in helping to develop the mental state of children by providing them with the necessary tool beyond basic hard skills. This is conducted with the intent to further understand how the integration of drama education can affect perception of students towards their social status and esteem, also how soft skills education can potentially affect youths in their development for the future. The findings attained from this review, indicates that drama can be deduced as an integral part of the solution that will be able to support students' development in general.
The effect of creative drama activities on candidate teachers' self- directed skills
This research aimed to specify the effect of creative drama activities on candidate teachers' self-directed skills. 35 candidate teachers participated in this study in which a mixture of a qualitative and quantitative method was used. The results obtained from the research showed that creative drama activities are effective on candidate teachers' self-directed skills. In this respect, it can be assumed that creative drama activities improved candidate teachers' self-directed learning skills. It has also been noted that the participant candidate teachers were satisfied with the applications in which creative drama activities were carried out.