Creative Drama As A Teaching Tool in The Classroom

Azlina, Syarul; Ahmad, Muhammad Faisal; Abdullah, Zolkipli

doi:10.6007/ijarbss/v11-i3/8912

Cited by 4 publications

(3 citation statements)

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“…Its educational ecological chain is shown in Figure 1. In the music ecosystem, the physical environment and the human environment are the main components [10][11]. The physical environment is a prerequisite and foundation for music education.…”

Section: Connotation Of Ecological Music Educationmentioning

confidence: 99%

Evaluation of Implantation Strategies for Integrating Drama Elements into Music Teaching from the Perspective of Educational Ecology

2023

IJEIS

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With the continuous expansion of music education, the theory about education ecology has a close relationship with the development of music education because of its novel and scientific viewpoints on nature, environment, ecology, etc. Therefore, many scholars regard educational ecological theory as an important research method. Judging from the current development of music teaching, there are many problems in the current music teaching, such as lack of culture, the disconnect between music education and real life, and the imbalance of music teaching methods. Based on this, from the perspective of education ecology, this paper proposed the rational application of dramatic elements to the music teaching model. The teaching quality was evaluated by data mining method to analyze the effectiveness of the method. At the same time, it can promote the promotion of drama culture, which is conducive to strengthening the inheritance of school drama culture and improving the school's sense of responsibility for the inheritance of drama culture. The experimental results showed that after the music teaching integrates the drama element, the music scores of the students were all above 85 points; the average score of the grade with the least improvement in music increased by 4.1 points, and the average score of the grade with the largest improvement increased by 10.4 points. It can be seen that the music teaching method with dramatic elements can significantly improve the students' music performance.

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Section: Connotation Of Ecological Music Educationmentioning

confidence: 99%

Evaluation of Implantation Strategies for Integrating Drama Elements into Music Teaching from the Perspective of Educational Ecology

2023

IJEIS

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“…It can be stated that the topics that have been explored in relation to creative drama are diverse. Dominant were the themes on creative thinking and developing creativity (Ahmadi & Nojabaee, 2014;Celume et al, 2019;Momeni et al, 2017;Ping, 2017;Po-Chi, 2016;Toivanen et al, 2013;Yaşar & Aral, 2012), and the theme on the impact of the application of creative drama on social (Azlina et al, 2021;Çetingöz & Gunhan, 2012;Öztuğ & Çiner, 2017;Ping, 2017;Tombak, 2014) and communication skills (Güleç & Macan, 2014;Özgür, 2018). Most of the papers that have been published in relation to the topic, and also included in the world database, were from researchers in Turkey (almost one-third), but there was also representation from Slovakia (Rochovská & Švábová, 2021(Rochovská & Švábová, , 2022, Czech Republic, Slovenia, Finland, Spain, France, Cyprus, China, Hong-Kong, Malaysia, and Iran.…”

Section: Introductionmentioning

confidence: 99%

The Use of Creative Drama Methods Within Kindergartens From the Perspective of the Teaching Staff

Rochovská

Švábová

2023

PEC

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Creative drama has great potential and its implementation in education from pre-school education requires research, as evidenced by the number of scientific studies that have been registered in international research databases over the last ten years. The aim of the research was to examine the use of creative drama methods within kindergartens in Slovakia from the perspective of the kindergarten teaching staff (teachers and teaching assistants). A quantitative research design was used. 407 kindergarten teaching staff responded to the items of the questionnaire of the authors' construction. From the results of the research, it is possible to state that there is an average level of knowledge of creative drama among kindergarten teaching staff (based on their self-reflection). Furthermore, based on the self-reflection of the teaching staff, it can be stated that there are below-average opportunities for their education in the area of creative drama and a below-average level of using creative drama methods in kindergartens. Nevertheless, the status of the use of creative drama methods has improved over the last 10 years. The results of the research are a stimulus for further research - analysis of the responses of the teaching staff in terms of their age and pedagogical practice in order to estimate the development of the current state of using creative drama in kindergartens. Keywords: creative drama, creative drama methods, kindergarten teacher, teaching assistant, preschool education

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“…Research on the application of dramatic expression by the methods of creative drama found that its application contributed to coherence in the classroom and had a positive effect on the behaviour of the children. Thus, the importance of applying creative drama as a didactic tool in education was emphasised (Azlina et al 2021). In connection with creative drama and the development of creativity, the research of Toivanen et al (2013) can be brought to our attention.…”

Section: Introductionmentioning

confidence: 99%

The Use of the Interpretation of Works of Art in Pre-School Education

Rochovská

Švábová

2021

PEC

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The research focuses on examining the use of the interpretation of works of art in pre-school education in three dimensions - the current state of the use of the interpretation of works of art, the opinions of kindergarten teachers on art, and the opportunities for kindergarten teachers to acquire knowledge about the theory and history of art in their undergraduate training or in other forms of education. The aim of the research was to determine a correlation between the aforementioned variables. 366 kindergarten teachers responded to the items of the self-constructed questionnaire. It has been proven that the current state of the use of the interpretation of works of art in pre-school education can be described as below average, the opportunities for kindergarten teachers to acquire knowledge from the theory and history of art in their pre-graduate training or in other forms of education were lower than average, and the opinions of kindergarten teachers on art can also be described as below average. There is a statistically significant positive correlation between the aforementioned dimensions of the interpretation of works of art in pre-school education. Keywords: empirical experience, kindergarten teacher, pre-school education, works of art

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Creative Drama As A Teaching Tool in The Classroom

Cited by 4 publications

References 0 publications

Evaluation of Implantation Strategies for Integrating Drama Elements into Music Teaching from the Perspective of Educational Ecology

Evaluation of Implantation Strategies for Integrating Drama Elements into Music Teaching from the Perspective of Educational Ecology

The Use of Creative Drama Methods Within Kindergartens From the Perspective of the Teaching Staff

The Use of the Interpretation of Works of Art in Pre-School Education

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