Is an Online Creative Drama Lesson Possible? Preschool Prospective Teachers’ Opinions on the Effectiveness of Online Creative Drama Lessons

Koray ÖZ, Eylem Ezgi Ahiskali, Ali Türkel

Abstract


This study aims to determine the opinions of preschool pre-service teachers on the adequacy of online drama lessons throughout the COVID-19 pandemic. A descriptive survey model of the qualitative research methods was used and online drama lessons were run over a 12-week-period. Participants of the research were 64 pre-school prospective teachers who studied as senior students at a Turkish state university. In order to investigate the online applicability and effectiveness of practice-based drama lessons during this critical COVID-19 pandemic time, lesson planning has been avoided, considering that the elements that should be included in formal drama teaching should also be included in online drama. In the process of data collection, prior to online lesson, objectives and outcomes of online drama practices were designated with senior pre-service teachers in the department of pre-school education at a state university. The three researchers administered online lessons devised in accordance with the determined objectives and outcomes to eighty pre-school students. And they focused on the alignment of the dramatic structure constituents with function and the adequacy of the activities in the preparatory stage for the transition to the dramatization stage. Furthermore, activities in the dramatization stage and evaluation stage were examined in terms of adequacy in meeting the outcomes. Lesson plans were structured with the consideration that elements that are present in the formal drama instruction must be included in online drama practices, as well. Regarding the results obtained in the end of the study, it can be concluded that all the said elements were successfully reflected in the lessons. So, teachers can apply drama processes online in their classes and drama researchers can conduct studies regarding the effects of online drama lesson on different learning stages.

Keywords


COVID-19 Pandemic, Online Creative Drama, Preschool Teachers

Full Text:

PDF

References


Adıgüzel, O. (2010). Creative drama in education. Naturel

Publishing

Atkins, D. E., Brown, J. S., & Hammon, A. L. (2007). A review

of the open educational resources (OER) movement:

Achievements, challenges, and new opportunities. The

William and Flora Hewlett Foundation. http://www.hewlett.

org/uploads/files/ReviewoftheOERMovement.pdf.

Aytaş, G., & Uysal, B. (2016). A Thematic Evaluation of

the Plays Performed in the Theater and Drama Activities

Course. Journal of Mother Tongue Education, 4(4),

-544.

Bahri, S., & Meisuri, M. (2020). Enhancing Students’ Drama

Performance: A Process Approach. Budapest International

Research and Critics in Linguistics and Education

(BirLE) Journal, 3(1), 454-460.

Carroll, N., & Conboy, K. (2020). Normalising the “new

normal”: Changing tech-driven work practices under

pandemic time pressure. International Journal of Information

Management, 55(3), 1-6.

Cengiz, F. B., Şimşek, P. Ö., & Adigüzel, Ö. (2020). Adaptation

in Drama Processes - Example of Mirror Activities.

Journal of Creative Drama, 15(2), 275-304.

Chesner, A. (2020). Creative Drama Groupwork for People

with Learning Difficulties. Routledge.

Çepni, S. (2018). Introduction to research and project studies.

Salih Çepni Yayınları

Emunah, R. (2019). Acting for real: Drama therapy process,

technique, and performance. Routledge.

García-Peñalvo, F. J., Corell, A., Abella-García, V., &

Grande-de-Prado, M. (2021). Recommendations for

Mandatory Online Assessment in Higher Education

during the COVID-19 Pandemic. In Radical Solutions

for Education in a Crisis Context (pp. 85-98). Springer.

Gürbüz, S., & Şahin, F. (2018). Research Methods in Social

Sciences Philosophy-Method-Analysis. Seçkin Publishing.

Harris, J. (2020). The Work of Teaching Writing: Learning

from Fiction, Film, and Drama. University Press of Colorado.

Inchiparamban, S., & Pingle, S. (2016). Massive open online

courses (MOOCs): Why do we need them? (ED590312).

ERIC. http://files.eric.ed.gov/fulltext/ED590312.pdf

Irugalbandara, A. I. (2020). Investigation of the development

of creative thinking and adaptability skills through process

drama techniques in junior secondary school students

[Doctoral dissertation]. Queensland University of

Technology.

Karataş, Z. (2015). Paradigm transformation in social sciences

research: rise of qualitative approach. Turkish

Journal of Social Work Research, 1(1), 63-80.

Katz-Buonincontro, J., Anderson, R. C., & Manalang, V.

(2020). Using mixed methods to understand the mechanisms

and prevalence of creative engagement in drama-

based instruction. Methods in Psychology, 2, 100013.

Lehtonen, A., Österlind, E., & Viirret, T. L. (2020). Drama

in Education for Sustainability: Becoming Connected

through Embodiment. International Journal of Education

& the Arts, 21(19).

Littleton, P., & Whitelock, D. (2005). The negotiation and

co‐construction of meaning and understanding within a

postgraduate online learning community. Learning, Media

and Technology, 30(2), 147-164.

Monette, R. D., Sullivon, J. T., & DeJong, R. C. (2002). Applied

social research (5th ed.). Harcourt College Publishers.

Norman, D. A. (1981). Categorization of action slips. Psychological

Review, 88(1), 1.

Omasta, M., Murray, B., McAvoy, M., & Chappell, D.

(2020). Assessment in elementary-level drama education:

Teachers’ conceptualizations and practices. Arts

Education Policy Review, 1-15.

San, I. (1998). The development of drama in education in

Turkey. Research in Drama Education, 3(1), 96-99.

Türkel, A. & Öz, P. (2020). The Effect of Creative Drama

on Some Variables Related with Speaking. International

Online Journal of Primary Education (IOJPE) ISSN:

-915X, 9(1), 45-62.

Yin, R.P. (1994). Case study research design and methods.

SAGE.




DOI: https://doi.org/10.7575/aiac.ijels.v.10n.3p.121

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2013-2023 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.