Research Article
Year 2023,
Volume: 18 Issue: 1, 53 - 76, 10.03.2023
Abstract
Bu araştırmada COVID-19 sürecinde çevrimiçi drama dersi yapan drama öğretmenlerinin drama etkinliklerinin çevrimiçi ortamda uygulanmasına yönelik karşılaştıkları sorunları ve bu sorunları nasıl çözdüklerini belirlemek, çevrimiçi drama çalışmalarına yönelik uygulama önerilerini ortaya koymak amaçlanmaktadır. Araştırmada yorumlayıcı nitel araştırma deseni kullanılmış, herhangi bir kurumda görev yapan drama öğretmenlerinin görüşlerini belirlemek amacıyla araştırmacılar tarafından hazırlanan Çevrimiçi Drama Eğitimlerini Değerlendirme Formu 58 drama öğretmeni tarafından yanıtlanmıştır. Araştırmada elde edilen nitel veriler betimsel analiz ile çözümlenmiş, çevrimiçi ortamda gerçekleştirilen drama derslerinde karşılaşılan güçlükler belirlenen temalara ve kategorilere uygun olarak sınıflanmış, sorunlara yönelik ortaya çıkan çözüm önerileri ayrıntılı biçimde sunulmuştur. Araştırma sonuçlarına göre çevrimiçi drama derslerinde dijital ortamın kısıtlılıklarına, katılımcılara ve teknik olanaklara yönelik sorunlar yaşayan drama öğretmenleri bu sorunları drama çalışmalarının süresinde ve dersin işlenişinde değişiklik yaparak, dijital platformun kullanımına ve İnternet bağlantısına yönelik çözümler bularak çözmeye çalışmışlardır. Araştırma sonuçlarına göre drama derslerinin çevrimiçi ortama uyarlanmasını ve drama öğretmenlerinin deneyimlerini konu alan araştırmalar yapılabilir. Bu araştırmalar farklı yaş gruplarına ve bu gruplar arasındaki uyarlama farklılıklarına odaklanabilir. Drama öğretmenlerinin çevrimiçi drama derslerinde drama tekniklerini nasıl uyarladıklarını, bu teknikler dışında canlandırma odaklı hangi stratejileri kullandıklarını ortaya koyan araştırmalar yapılabilir.
References
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- Anderson, M. & Cameron, D. (2013). Drama and learning Technologies: to affinity spaces and beyond. M. Anderson & J. Dunn (Der.), How drama activates learning: contemporary research and practise (ss. 226-241). Bloomsbury Academic.
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- Farmer, D. (2011). Learning through drama. Lulu Press.
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- Karaosmanoğlu, G., Metinnam, İ., Özen, Z. & Adıgüzel, Ö. (2022). Can Drama Lessons Be Given Online? Perspectives of Drama Teachers During The COVID-19. International Online Journal of Education and Teaching (IOJET), 9(3), 1249-1272.
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- Metinnam, İ. & Karaosmanoğlu, G. (2021a). Çocuk ve drama. Ankara: İzge Yayıncılık.
- Metinnam, İ. & Karaosmanoğlu, G. (2021b, Haziran 18-19). Digital Theatre Performance: Limitations and Potentials. 8th Scenario Forum Symposium. Sore Back, Square Eyes? Going Performative in Digital Teaching and Learning Spaces.
- Mosse, R., Janke, J., König, J., Stein, C. & Tecklenburg, N. (2022) Viral Theatres’ Pandemic Playbook-Documenting German theatre during COVID-19, International Journal of Performance Arts and Digital Media, 18(1), 105-127. doi: 10.1080/14794713.2022.2031800
- Miles, M. B., & Huberman, M. A. (1994). An expanded sourcebook qualitative data analysis. London: Sage. Pease, K. (2020). Strategies From the Dramatic Arts Can Enhance Student Engagement. https://www.edutopia.org/article/strategies-dramatic-arts-can-enhance-student-engagement
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- Taylor, P. (2000). The drama classroom: Action, reflection, transformation. Londra & New York: Routledge.
Year 2023,
Volume: 18 Issue: 1, 53 - 76, 10.03.2023
Abstract
References
- Adıgüzel, Ö. (2019). Eğitimde yaratıcı drama. Ankara: Yapı Kredi Yayınları.
- Anderson, M. Carroll, J. & Cameron, D. (2009). Introduction. M. Anderson, J. Carrol, & D. Cameron (Der.), Drama education with digital technology (ss. 1-5). Londra & New York: Continuum.
- Anderson, M. & Cameron, D. (2013). Drama and learning Technologies: to affinity spaces and beyond. M. Anderson & J. Dunn (Der.), How drama activates learning: contemporary research and practise (ss. 226-241). Bloomsbury Academic.
- Auslander, Philip (1999). Liveness: Performance in a Mediatized Culture. Londra & New York: Routledge.
- Baldwin, P. (2019). Drama yoluyla okul gelişimi. (Çev. Ed. Z. Özen & İ. Metinnam). Ankara: Pegem Akademi.
- Bestock, S. (2020). Teaching Drama in Distance Learning. https://www.edutopia.org/article/teaching-drama-distance-learning
- Cziboly, A. & Bethlenfalvy, A. (2020). Response to COVID-19 Zooming in on online process drama, Research in Drama Education: The Journal of Applied Theatre and Performance, 25(4), 645-651. doi: 10.1080/13569783.2020.1816818
- Davis, S., E. (2010). ICTs for creative practise in drama: Creating cyberdrama with young people in school contexts. (Yayınlanmamış doktora tezi). Queensland University of Technology. Brisbane, Avustralya.
- Davis, S. & Phillips, L. G. (2020) Teaching during COVID 19 times – The experiences of drama and performing arts teachers and the human dimensions of learning, NJ, 44(2), 66-87. doi: 10.1080/14452294.2021.1943838
- Donohoe, P., & Bale, M. (2020). To zoom or not to zoom: Adapting educational versions of Shakespeare’s plays for an online platform during the covid pandemic. Scenario Journal, 14(2), 116-124. https://doi.org/10.33178/scenario.14.2.7
- Farmer, D. (2011). Learning through drama. Lulu Press.
- Farmer, D. (2020). Teaching Drama Online and Socially Distanced. https://dramaresource.com/making-drama-out-of-a-crisis/
- Gallagher, K., Balt, C., Cardwell, N., & Charlebois, B. (2020) Response to COVID-19 – losing and finding one another in drama: personal geographies, digital spaces, and new intimacies. Research in Drama Education: The Journal of Applied Theatre and Performance, 25(4), 638-644. doi: 10.1080/13569783.2020.1816817
- Göksel, E. (2021, Haziran 18-19). Conquering the Zoombies: Why we need drama in online settings. 8th Scenario Forum Symposium. Sore Back, Square Eyes? Going Performative in Digital Teaching and Learning Spaces.
- Karaosmanoğlu, G., Metinnam, İ., Özen, Z. & Adıgüzel, Ö. (2022). Can Drama Lessons Be Given Online? Perspectives of Drama Teachers During The COVID-19. International Online Journal of Education and Teaching (IOJET), 9(3), 1249-1272.
- Lorenza, L. M. (2020) Collaborative performance during lockdown: combining devised drama with film concepts to present cyberdrama during the COVID lockdown in Australia, NJ, 44(2), 88-105. doi: 10.1080/14452294.2021.1939506
- Metinnam, İ. & Karaosmanoğlu, G. (2021a). Çocuk ve drama. Ankara: İzge Yayıncılık.
- Metinnam, İ. & Karaosmanoğlu, G. (2021b, Haziran 18-19). Digital Theatre Performance: Limitations and Potentials. 8th Scenario Forum Symposium. Sore Back, Square Eyes? Going Performative in Digital Teaching and Learning Spaces.
- Mosse, R., Janke, J., König, J., Stein, C. & Tecklenburg, N. (2022) Viral Theatres’ Pandemic Playbook-Documenting German theatre during COVID-19, International Journal of Performance Arts and Digital Media, 18(1), 105-127. doi: 10.1080/14794713.2022.2031800
- Miles, M. B., & Huberman, M. A. (1994). An expanded sourcebook qualitative data analysis. London: Sage. Pease, K. (2020). Strategies From the Dramatic Arts Can Enhance Student Engagement. https://www.edutopia.org/article/strategies-dramatic-arts-can-enhance-student-engagement
- Po-Chi Tam (2020) Response to COVID-19 ‘Now I send you the rays of the sun’: a drama project to rebuild post-COVID-19 resilience for teachers and children in Hong Kong, Research in Drama Education: The Journal of Applied Theatre and Performance, 25(4), 631-637. doi: 10.1080/13569783.2020.1816816
- Taylor, P. (2000). The drama classroom: Action, reflection, transformation. Londra & New York: Routledge.
There are 22 citations in total.
Details
| Primary Language | Turkish |
|---|---|
| Subjects | Other Fields of Education |
| Journal Section | Research Article |
| Authors | |
| Publication Date | March 10, 2023 |
| Published in Issue | Year 2023 Volume: 18 Issue: 1 |
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