A suggested syllabus for creative drama course in ELT

Secil Horasan Dogan, PaÅŸa Tevfik Cephe

Abstract


With an approach to teaching as a performing art, this study investigated the effects of creative drama on eight teaching skills and perceptions of 15 ELT (English Language Teaching) student teachers who took part in a 30-hour creative drama workshop. Their video-recorded teaching in a real classroom atmosphere was observed and evaluated by the researcher and two other trainers before and after the workshop to compare how their teaching skills changed based on the intervention. The results of the content analysis of observers notes on MAXQDA program showed that they improved all target teaching skills, but particularly body language, affective atmosphere, and spontaneous decision-making. Additionally, the content analysis of the reflections they kept after each drama session and the drama products including brief discussions during the sessions revealed positive perceptions on drama in teaching, design of drama sessions and video-recorded teaching. Based on these results, it was suggested that drama courses in ELT programs should be revisited.


Keywords


Creative drama; teaching as a performing art; teaching skills; perceptions

Full Text:

PDF

References


Adıgüzel, Ö. (2012). Eğitimde yaratıcı drama. Ankara, Turkey: Naturel.

Akpınar Dellal, N., & Kara, Z. (2010). Awareness levels of foreign language teacher candidates and teachers about drama techniques. Dil Dergisi, 149, 7-29. Retrieved from http://dergiler.ankara.edu.tr/dergiler/27/1606/17289.pdf

Almaz, G., Ä°ÅŸeri, K., & Ãœnal, E. (2014). Research of the self-efficacy perceptions of teacher candidates towards the usage of creative drama method. International Journal of Languages, Education and Teaching, December, 48-65. Retrieved from http://www.ijlet.com/DergiTamDetay.aspx?ID=113

Aşılıoğlu, B. (2006). The perceptions of student teachers of English regarding their competencies in teaching methods and techniques. Eurasian Journal of Educational Research, 22, 1-11. Retrieved from http://ejer.com.tr/0DOWNLOAD/pdfler/eng/1629837909.pdf

Baldwin, P. (2012). With drama in mind: Real learning in imagined worlds. London/New York: Continuum.

Başçı, Z., & Gündoğdu, K. (2011). The attitudes and opinions of prospective teachers related to drama courses: The case of Atatürk University. Elementary Education Online, 10(2), 454-467. Retrieved from http://dergipark.gov.tr/ilkonline/issue/8592/106814

Baughman, M. D. (1979). Teaching with humor: A performing art. Contemporary Education, 51(1), 26-30.

Brown, H. D. (2007). Principles of language learning and teaching (3rd ed.). White Plains, NY: Pearson Education.

Cahnmann-Taylor, M., & Souto-Manning, M. (2010). Teachers act up! Creating multi-cultural learning communities through theatre. New York, NY: Teachers College Press.

Ceylan, Ş., & Ömeroğlu, E. (2011). An examination of the attitudes of students and professors at early childhood education programs regarding drama courses at the preschool level. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 12(4), 225-242. Retrieved from http://dergipark.ulakbim.gov.tr/aeukefd/article/download/5000086919/5000080848

Colasante, M. (2011). Using video annotation to reflect on and evaluate physical education student teaching practice. Australasian Journal of Educational Technology, 27(1), 66-88. Retrieved from https://ajet.org.au/index.php/AJET/article/download/983/256

Colley, B. M. (2012). Teaching social studies through the performing arts. The Educational Forum, 76(1), 4-12. DOI: 10.1080/00131725.2011.627986

Coşkun, A., & Daloğlu, A. (2010). Evaluating an English language teacher: Education program through Peacock’s model. Australian Journal of Teacher Education, 35(6), 24-42. Retrieved from https://files.eric.ed.gov/fulltext/EJ910402.pdf

Council of Higher Education. (1998). Education Faculty Teacher Education Undergraduate Programs, March 1998. Retrieved from http://www.yok.gov.tr/documents/10279/30217/Egitim_fakultesi_ogretmen_yetistirme_lisans_programlari_mart_98.pdf/5e166018-b806-48d5-ae13-6afd5dac511c

Council of Higher Education. (2007). Education Faculty Teacher Education Undergraduate Programs, June 2007. Retrieved from http://www.yok.gov.tr/documents/10279/30217/yok_ogretmen_kitabi/054a8c72-174b-4b00-a675-837874006db5

Creswell, J. W. (2005). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage Publications.

DeLozier, M. W. (1979). The teacher as performer: The art of selling students on learning. Contemporary Education, 51(1), 19-25.

DemircioÄŸlu, Åž. (2010). Teaching English vocabulary to young learners via drama. Procedia Social and Behavioral Sciences, 2, 439-443. DOI: 10.1016/j.sbspro.2010.03.039

Dewey, J. (1938). Experience and education. New York, NY: Kappa Delta Pi.

Dunn, J., & Stinson, M. (2011). Not without art! The importance of teacher artistry when applying drama as pedagogy for additional language learning. Research in Drama Education: The Journal of Applied Theatre and Performance, 164, 617-633. DOI: 10.1080/13569783.2011.617110

Eröz-Tuğa, B. (2012). Reflective feedback sessions using video recordings. ELT Journal, 67(2), 175-183. DOI: 10.1093/elt/ccs081

Harmer, J. (2001). The practice of English language teaching (3rd ed.). London, England: Pearson.

Hart, R. (2007). Act like a teacher: Teaching as a performing art. (Unpublished doctoral dissertation). University of Massachusetts Amherst, Amherst, MA.

Heathcote, D. (1984). Collected writings. London, England: Hutchinson.

Hinkle, L. L. (2001). Perceptions of supervisor nonverbal immediacy, vocalics, and subordinate liking. Communication Research Reports, 18(2), 128-136. DOI: 10.1080/08824090109384790

Hismanoğlu, S. (2012). Prospective EFL teachers’ views on English language teacher training program. Journal of Research in Education and Teaching, 1(2), 330-341. Retrieved from

Horasan DoÄŸan, S., & Cephe, P. T. (2017). A multi-perspective evaluation of teaching skills of ELT student teachers. International Online Journal of Education and Teaching, 4(1), 87-104. Retrieved from http://iojet.org/index.php/IOJET/article/view/161

Horasan Doğan, S., & Özdemir Şimşek, P. (2017). Improving metacognitive awareness through creative drama. Bartin University, Journal of Faculty of Education, 6(3), 804-816. Retrieved from http://iojet.org/index.php/IOJET/article/view/161

Horasan, S. (2012). Adapting Drama in the Turkish Foreign Language Classroom. In L. Raw (Ed.), The Silk Road of Adaptation: Transformations across Disciplines and Cultures (pp. 180-188). Newcastle, UK: Cambridge Scholars Publishing.James, P. (1996). Learning to reflect: A story of empowerment. Teaching and Teacher Education, 12(1), 81-97. DOI: 10.1016/0742-051X(95)00025-F

Kılıç, Ş., & Tuncel, M. (2009). The effects of creative drama on Speaking English and attitudes towards speaking English. Abant İzzet Baysal Üniversitesi Dergisi, 9(2), 55-81. Retrieved from http://dergipark.ulakbim.gov.tr/aibuefd/article/viewFile/5000091426/5000084798

Kocaman, P., Dolmacı, M., & Bur, B. (2013). Identifying and comparing the attitudes of 1st, 2nd, 3rd, and 4th grade ELT students towards drama activities. Uşak Üniversitesi Sosyal Bilimler Dergisi, Özel Sayı, 200-212. Retrieved from http://dergipark.gov.tr/download/article-file/202288

Liu, J. (2002). Process drama in second- and foreign-language classrooms. In G. Bäuer (Ed.), Body and language: Intercultural learning through drama (pp. 51-70). Westport, CT: Ablex Publishing.

Maley, A., & Duff, A. (2005). Drama techniques in language learning: A resource book of communication activities for language teachers. Cambridge, NY: Cambridge University Press.

O’Hanlon, J., & Wootten, A. (2007). Using drama to teach personal, social and emotional skills. London, England: Paul Chapman Publishing.

Oreck, B. (2004). The artistic and professional development of teachers: A study of teachers’ attitudes toward and use of the arts in teaching. Journal of Teacher Education, 55(1), 55-69. DOI: 10.1177/0022487103260072

Özdemir, S. M., & Çakmak, A. (2008). The effect of drama education on the prospective teachers’ creativity. International Journal of Instruction, 1(1), 13-30. Retrieved from https://eric.ed.gov/?id=ED524154

Özmen, K. S. (2011). Acting and teacher education: The BEING model for identity development. Turkish Online Journal of Qualitative Inquiry, 2(2), 36-49. Retrieved from http://dergipark.ulakbim.gov.tr/tojqi/article/view/5000093451

Özmen, K. S. (2012). Exploring student teachers’ beliefs about language learning and teaching: A longitudinal study. Current Issues in Education, 15(1), 1-16. Retrieved from https://cie.asu.edu/ojs/index.php/cieatasu/article/download/819/289

Şalli-Çopur, D. S. (2008). Teacher Effectiveness in Initial Years of Service: A Case Study on the Graduates of METU Language Education Program. (Unpublished doctoral dissertation). Middle East Technical University, Ankara, Turkey.

San, İ. (1990). Eğitimde yaratıcı drama. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 23(2), 573-582. DOI: 10.1501/Egifak_0000000780

Sarason, S. B. (1999). Teaching as performing art. New York, NY: Teachers College Press.

Seferoğlu, G. (2006). Teacher candidates’ reflections on some components of a pre-service English teacher education programme in Turkey. Journal of Education for Teaching, 32, 369- 378. DOI: 10.1080/02607470600981953

Spolin, V. (1999). Improvisation for the theater: A handbook of teaching and directing techniques. Evanston, IL: Northwestern University Press.

Tauber, R. T., & Mester, C. S. (2007). Acting lessons for teachers: Using performance skills in the classroom (2nd ed.). Westport, CT: Praeger.

Tercanlıoğlu, L. (2008). A qualitative investigation of pre-service English as a foreign language (EFL) teacher opinions. The Qualitative Report, 13(1), 137-150.

Tomalin, J. E. (2006). Video as a self-assessment tool: Improving acting skills and monologue performance. (Unpublished doctoral Dissertation). Capella University, Minnesota, MN.

Travers, R. M. W. (1979). Training the teacher as a performing artist. Contemporary Education, 51(1), 14-18.

Zimmerman, B. J. (2002) Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70. Retrieved from http://www.jstor.org/stable/1477457


Refbacks

  • There are currently no refbacks.


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

Journal of Language and Linguistic Studies
ISSN 1305-578X (Online)
Copyright © 2005-2022 by Journal of Language and Linguistic Studies