ECTS - Creative Drama
Creative Drama (ART271) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Creative Drama | ART271 | Fall and Spring | 3 | 0 | 0 | 3 | 4 |
| Pre-requisite Course(s) |
|---|
| N/A |
| Course Language | Turkish |
|---|---|
| Course Type | Elective Courses |
| Course Level | Bachelor’s Degree (First Cycle) |
| Mode of Delivery | Face To Face |
| Learning and Teaching Strategies | Discussion, Drill and Practice. |
| Course Lecturer(s) |
|
| Course Objectives | Development of the students’ self awareness, explore themselves, increased ability to express themselves, understanding the differences of personal and social differences and problem solving with this approach, socializing, development of skills of harmony, development of their skills on self acceptance, self expression, creativity, multiple intelligence |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | Games and exercises designed by Viola Spolin to stimulate action, relation, spontaneity and creativity of individuals in a group setting; techniques such as warming up games, improvisations, roleplay, writing, story telling etc. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | Objectives of the course, scope, methods and information on the subjects will be dealt during the course. Introductory applications for the student to understand the method of the course. | |
| 2 | Applications to let group members get acquainted to the method of the course and each other. | |
| 3 | Applications to build trust and harmony between each other. | |
| 4 | Warm up, rhythmic movement games, evaluation. | |
| 5 | Warm up, focusing games, evaluation. | |
| 6 | Warm up, sensing games, evaluation. | |
| 7 | Midterm | |
| 8 | Warm up, mirror games, evaluation. | |
| 9 | Warm up, interchange games, evaluation. | |
| 10 | Warm up, space substance games, evaluation. | |
| 11 | Warm up, object related games, evaluation. | |
| 12 | Warm up, where and who games, evaluation. | |
| 13 | Warm up, individual improvisations, evaluation. | |
| 14 | Warm up, improvisations on personal conflicts, evaluation. | |
| 15 | Warm up, improvisations on ethical values, evaluation. | |
| 16 | Final assessment |
Sources
| Other Sources | 1. Spolin, V. (1999). Improvisation for the Theater: A Handbook of Teaching and Directing Techniques. Evanston: Northwestern University Press. |
|---|---|
| 2. Spolin, V. (1986). Theater games for the classroom: a teacher's handbook Evanston, IL : Northwestern University Press. | |
| 3. Spolin, V. (1999). Improvisation for the theater: a handbook of teaching and directing techniques Evanston, Ill. : Northwestern University Press. |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | 15 | 10 |
| Laboratory | - | - |
| Application | 11 | 40 |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | - | - |
| Presentation | - | - |
| Project | - | - |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | 1 | 20 |
| Final Exam/Final Jury | 1 | 30 |
| Toplam | 28 | 100 |
| Percentage of Semester Work | 70 |
|---|---|
| Percentage of Final Work | 30 |
| Total | 100 |
Course Category
| Core Courses | X |
|---|---|
| Major Area Courses | |
| Supportive Courses | |
| Media and Managment Skills Courses | |
| Transferable Skill Courses |
The Relation Between Course Learning Competencies and Program Qualifications
| # | Program Qualifications / Competencies | Level of Contribution | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Integrates and utilizes the information, skills, and approaches obtained from basic, clinical, and medical sciences, behavioral sciences, and social sciences when offering healthcare services. | |||||
| 2 | Offers healthcare services to patients with a biopsychosocial approach where the sociodemographic and sociocultural backgrounds of these individuals are taken into consideration, focusing on the universal human values, ethical principles, and professional duties; without exercising discrimination on the basis of language, religion, race, or sex. | |||||
| 3 | Aims to protect, improve, and develop individual and public health when offering healthcare services. | |||||
| 4 | Performs the necessary studies in sustaining and improving health, taking into the individual, public, social, and environmental factors to affect it. | |||||
| 5 | Trains healthy individuals/ patients, their relatives, and other healthcare workers in healthcare upon determining the features, requirements, and expectations of their target audience. | |||||
| 6 | Exercises a safe, rational, and effective approach in the procedures of prevention, diagnosis, treatment, follow-up, and rehabilitation; while offering healthcare services. | |||||
| 7 | Implements interventional and/or non-interventional practices in a way that is safe and effective for patients during the procedures of diagnosis, treatment, follow-up, and rehabilitation. | |||||
| 8 | Offers healthcare services taking into account the health and safety of patients and employees. | |||||
| 9 | Takes the regional and global changes in physical and socioeconomic settings to affect health, as well as the changes in the individual features and behaviors of patients referring to them into account, while offering healthcare. | |||||
| 10 | Takes the good medical practices into account while performing their duties. | |||||
| 11 | Undertakes the tasks and duties within the framework of their professional ethical rules, as well as their legal rights and duties. | |||||
| 12 | Stands for the improvements in the manner in which healthcare services are offered, taking into account the concepts of social reliability and social duty, in an effort to protect and improve individual and public health. | |||||
| 13 | Evaluates the effects of health policies and healthcare practices on public health indicators, and, where required, amends their evaluation on the grounds of scientific and social needs; in an effort to help improve the quality of healthcare services. | |||||
| 14 | Leads their healthcare team while offering healthcare services, in a participative, and collaborative manner. | |||||
| 15 | Establishes positive relationships within their healthcare team; and where needed, easily adapts to various positions among their team. | |||||
| 16 | Exercises effective communication with patients, the relatives of patients, healthcare professionals, and groups from other professions, as well as institutions and organizations. | |||||
| 17 | Plans and conducts scientific studies on the society to which they serve, and use the results of these, or those from other studies, to benefit the society. | |||||
| 18 | Accesses the current literature on their profession, and evaluates them with a critical approach. | |||||
| 19 | Chooses the correct sources of learning to improve the healthcare services that they offer, and regulates their own learning process. | |||||
| 20 | Demonstrates the skills of obtaining and evaluating new information, integrating newer pieces of information with their current ones, as well as adapting to changing conditions throughout their professional life. | |||||
ECTS/Workload Table
| Activities | Number | Duration (Hours) | Total Workload |
|---|---|---|---|
| Course Hours (Including Exam Week: 16 x Total Hours) | 16 | 3 | 48 |
| Laboratory | |||
| Application | 11 | 2 | 22 |
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 2 | 5 | 10 |
| Presentation/Seminar Prepration | |||
| Project | |||
| Report | |||
| Homework Assignments | |||
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | 1 | 10 | 10 |
| Prepration of Final Exams/Final Jury | 1 | 10 | 10 |
| Total Workload | 100 | ||