İlkokul 4. Sınıfta Uygulanan Yaratıcı Drama Etkinliklerinin Öğrencilerin Yaratıcılık Düzeylerine Etkisi

Ulaş, A. Halim; Tedik, Gökçe; Sevim, Oğuzhan

doi:10.14222/turkiyat1235

Cited by 2 publications

(1 citation statement)

References 4 publications

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“…Aral (1999) in his study in conservatory students found that the mean score of adolescents training in arts in the scale of creativity was meaningfully higher than the scores of adolescents who are not trained in arts. Ulaş et al (2014), in their study in fourth year-students of primary school level using the Raudsepp Creativity test found that creative drama activities had a positive effect on the creativity levels of students. It can be concluded that the creative activity program supported with musical activities can promote creativity.…”

Section: Discussionmentioning

confidence: 96%

The effect of enriched creative activities program supported with Aytrk technique on creativity level in music courses

ErtÃ1⁄4rkler¹,

BaÄŸcÄ²

2019

Educ. Res. Rev.

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The aim of this study is to reveal a new and unique technique that can be used in music lessons and other courses and to determine the impact of the Enriched Creative Activities Program with the Aytürk Technique, which was developed by Ertürkler, on the creative thinking abilities of students. The study was designed according to a pretest-posttest experimental model with a control group. In the spring semester of the 2017-2018 academic year, two of the fourth-year classes of Hasan Akan Primary School were randomly selected as study groups. The two classes were assigned as an experimental group and a control group. As a measuring tool, Raudsepp (1983)'s "How creative are you?" creativity test was used. While the control group continued with their ordinary music lessons and school education, the experimental group students were supported with the Aytürk Technique and Enriched Creative Activities Program in addition to the music lessons they attended at the school. In this context, in addition to the use of teaching methods and techniques in the literature, a new technique, which is not included in the current literature, was implemented in the learning process. It was aimed to have a participatory, creative and interactive educational environment in the activities applied to the experimental group and to give students the opportunity to imagine, create, and to express themselves. The Rhythmic Table, on which the technique is based, was used in each activity and rhythmic products or musical products were obtained. The students produced creative ideas for the intended objectives during the study and created permanent products related to the subject by using the new technique. At the end of the activity, the activities were exhibited by the students. At the end of the 10-week experiment, the experimental group students were observed to be more successful compared to the control group students.

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Section: Discussionmentioning

confidence: 96%

The effect of enriched creative activities program supported with Aytrk technique on creativity level in music courses

ErtÃ1⁄4rkler¹,

BaÄŸcÄ²

2019

Educ. Res. Rev.

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The effect of the drama method on skills: A meta-mixed method study

YILDIRIM

2022

JSCH

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In this study, the size of the effect of the drama method on skills was analyzed with meta-analysis and the meta-synthesis method. A literature review was conducted on national studies. Postgraduate thesis, doctoral thesis and articles written between 1990-2020 were scanned in Turkish and English from national and international databases to include with the meta-analysis method. After a literature review, it was found that 34 studies conducted at the national level met the inclusion criteria. The Comprehensive Meta-Analysis v2.0 (CMA) Statistical Package Program was used in data analysis, MetaWin program was preferred to calculate the normality distrubition graphs. The Cohen's d effect level was calculated separately for each study, and then general effect levels and significance values were found. The classification of Cohen et al. (2007) was used to evaluate the effect size. According to the data obtained from the analysis, it was concluded that the drama method had a moderate (Cohen's d=0.950) effect on skills. No publication bias was found according to the Funnel plot, Rosenthal Safe N, Duval, and Tweedie test results in the studies included in the analysis analyzed. The publication year, publication type, education level, number of samples, geographical region, application week, application hour, and subject area that might have an effect on the effect size were determined and analyzed as moderator variables. It was concluded that the size of the effect of the drama method on skills differed according to the application week, application hour, and subject area moderators, and that it does not change according to the publication year, publication type, education level, number of samples, and geographical region moderators. In the meta-synthesis data, it was determined that drama give students a many skills, especially speaking, writing, and communication skills. In addition, it can be said that the data obtained from both meta-analysis and metasynthesis are compatible with and support each other. The results of the study show that the drama method is effective at enhancing the skills at the basic education level and suggested for the teachers and researchers to use this method in gaining and developing skills.

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İlkokul 4. Sınıfta Uygulanan Yaratıcı Drama Etkinliklerinin Öğrencilerin Yaratıcılık Düzeylerine Etkisi

Cited by 2 publications

References 4 publications

The effect of enriched creative activities program supported with Aytrk technique on creativity level in music courses

The effect of enriched creative activities program supported with Aytrk technique on creativity level in music courses

The effect of the drama method on skills: A meta-mixed method study

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