Artykuły w czasopismach na temat „Drama experimental”
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Liu, Juan. "The Rebellion Origins and Spiritual Symbols of American Experimental Drama". Yixin Publisher 2, nr 2 (30.04.2024): 17–23. http://dx.doi.org/10.59825/jhss.2024.2.2.17.
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In the 1950s and 1960s, American theater gradually diversified. Following the impact of the Absurdist theater on American realism and expressionism, American theater also moved from modern theater to exploration of postmodern theater. The experimental theater on Broadway and Broadway posed a challenge to traditional American theater. Experimental drama begins to weaken the story and script in terms of content, and instead invests a large amount of artistic creativity in formal expression. By weakening the script, it emphasizes the relationship between observation and performance, sensory perception, and spiritual state in the field, which distinguishes it from the traditional theatrical stage. This article will start from the cultural trends in the United States and explore the spiritual origins of American experimental drama’s rebellion against tradition; Taking representative figures and their works in American experimental drama as examples, analyze the specific characteristics and trends in content and form of American experimental drama, and understand the postmodern spiritual symbols conveyed in American experimental drama; Deeply understand the essence of the spirit of American experimental drama and the philosophical discussions conveyed by the concept of experimental drama.
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Horne, William. "American Television Drama: the Experimental Years". American Journalism 4, nr 4 (październik 1987): 204–5. http://dx.doi.org/10.1080/08821127.1987.10731124.
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Yuhan, Nataliia. "Between documentary (verbatim) and experimental theater: poetic features of the genre of modern biographical drama (based on comparative analysis)". InterConf, nr 33(155) (19.05.2023): 179–97. http://dx.doi.org/10.51582/interconf.19-20.05.2023.018.
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The genre of modern biographical drama is characterized by almost all types of “research biographies” (according to P. Kendell's classification): ironic biography (Thea Dorn, E. Narshi); meaningful and critical biography (R. Veretelnik); “standard” biography (T. Ivashchenko, V. Ognenovich, Nika Simonova); subjectively-interpreted biography (A. Ostermeier, Dea Loher); fictionalized biography (Thea Dorn); pseudobiography (E. Narshi). Among the genre and style innovations of the “biographical drama”, first of all, it is necessary to note the intergeneric approach (plays by T. Ivashchenko, Thea Dorn), as well as the interdisciplinary one – the destruction of barriers between the arts, word, dance, music, video art, visual arts, new media art and ballet (dramas by R. Veretelnik, Nika Simonova, Dea Loer).
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Al Rabeei, Ruqaya, Salma Al-Humaidi i Saleh Al-Busaidi. "The Impact of Drama Instruction on EFL Omani Fifth Graders’ Read-ing Comprehension". Journal of Educational and Psychological Studies [JEPS] 13, nr 4 (22.10.2019): 674–86. http://dx.doi.org/10.53543/jeps.vol13iss4pp674-686.
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Drama instruction is one of the methods recommended in EFL literature. This study aimed to investigate the impact of drama instruction on EFL fifth graders’ reading comprehension. It also explored the students’ and the teacher’s perceptions of the use of drama in reading lessons. A total of 74 randomly selected students participated in the study and formed the control group and the experimental group. The study followed the mixed quasi-experimental design. A pre- and posttest reading test was administered to examine the impact of drama on reading comprehension. A questionnaire was implemented to explore students’ perceptions of drama. Semi-structured interviews were also conducted to probe students’ and teacher’s perceptions of drama. The results were quantitatively and qualitatively analyzed. They showed no significant difference in reading comprehension between the control group and the experimental group. However, the experimental group performed better in the posttest than the control group although their mean scores in the pretest were lower. The participant teacher and students responded positively towards the use of drama in reading lessons. They reported that drama activities were exciting and made them love reading.
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Al Rabeei, Ruqaya, Salma Al-Humaidi i Saleh Al-Busaidi. "The Impact of Drama Instruction on EFL Omani Fifth Graders’ Read-ing Comprehension". Journal of Educational and Psychological Studies [JEPS] 13, nr 4 (22.10.2019): 674. http://dx.doi.org/10.24200/jeps.vol13iss4pp674-686.
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Drama instruction is one of the methods recommended in EFL literature. This study aimed to investigate the impact of drama instruction on EFL fifth graders’ reading comprehension. It also explored the students’ and the teacher’s perceptions of the use of drama in reading lessons. A total of 74 randomly selected students participated in the study and formed the control group and the experimental group. The study followed the mixed quasi-experimental design. A pre- and posttest reading test was administered to examine the impact of drama on reading comprehension. A questionnaire was implemented to explore students’ perceptions of drama. Semi-structured interviews were also conducted to probe students’ and teacher’s perceptions of drama. The results were quantitatively and qualitatively analyzed. They showed no significant difference in reading comprehension between the control group and the experimental group. However, the experimental group performed better in the posttest than the control group although their mean scores in the pretest were lower. The participant teacher and students responded positively towards the use of drama in reading lessons. They reported that drama activities were exciting and made them love reading.
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Humaira, Hera Wahdah, Syihabuddin Syihabuddin, Vismaia S. Damaianti i Sumiyadi Sumiyadi. "Peran Pengajaran Bahasa Berbasis Drama dalam Meningkatkan Kemampuan Presentasi Peserta Didik". Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya 5, nr 4 (1.11.2022): 873–82. http://dx.doi.org/10.30872/diglosia.v5i4.537.
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This study aimed to study the effect of drama-based language teaching on students' presentation skills in college. This study used a quasi-experimental method by dividing two groups of participants, namely experimental and control. The samples involved in this study were 100 students from semester 5, divided into 2 groups with the composition of each group of 50 students. The experimental group received a drama-based teaching intervention and was assigned to perform live drama at the end of the semester, while the control group did not. The research results show that drama-based language teaching contributes significantly to students' presentation skills. The improvement in presentation skills is seen in the presentation aspect, namely organization, adaptability, and presentation content. It can be concluded that the intervention of language teaching through drama can improve students' oral language skills or presentation skills. This study implies that in supporting academic activities, students' speaking skills can use drama as an alternative, especially for students who take language studies programs.
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Usakli, Hakan. "Drama Based Social Emotional Learning". Global Research in Higher Education 1, nr 1 (19.04.2018): 1. http://dx.doi.org/10.22158/grhe.v1n1p1.
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<p><em>This experimental study evaluates effectiveness of drama on social emotional learning. Social-Emotional Skills Perception Scale was applied to 255 elementary fourth grades. The students who got average and below average social emotional score were selected for experimental and control group. Those groups are equal in participant (42 each) and have approximately similar means in the study. Ten weeks interventions that are drama sessions about social emotional learning were presented to experimental group students. It is apparently seen that there is significant difference between experimental and control groups in terms of social emotional learning on behalf of experimental group. Social emotional learning is very important issue for a child not only in school life but also family and social life. Drama seems to be very effective tool teaching social emotional learning to the kids. Schools can add their curriculum drama based social emotional learning hours. Future studies recommend upon different socio-economic backgrounds and age groups.</em><em></em></p>
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Dong, Rui. "An Effective Quantum Genetic Algorithm Based on Drama Resource Mining Using Wireless Sensing Technology". Scientific Programming 2021 (24.06.2021): 1–12. http://dx.doi.org/10.1155/2021/4122372.
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Wireless sensor technology has penetrated various domains of today’s life and plays a vital role in the advanced technology. Numerous researchers have combined this outstanding technology with other fields such as resource mining, industry, healthcare, automobile system, gaming industry, and dramas. However, in traditional resource mining, long mining time leads to incomplete mining results along with low accuracy. In order to improve the effect of resource mining, we have proposed an effective Quantum Generic Algorithm (QGA) based on drama resource mining by using wireless sensor technology. In our proposed scheme, we have combined the RFID technology of wireless sensor with wireless network protocol stack for the purpose of collecting drama resources on the network platform. We have classified the drama resources on the network platform by using QGA based on the results of resources collection. Additionally, we have mined the semantic association features of frequent patterns of the drama resources on the platform and combined with the fuzzy attribute feature detection method. The experimental results show that this method is superior to the traditional methods in terms of resource mining time, mining results’ comprehensiveness, and mining results’ accuracy, which shows that this method has practical application value.
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Eripuddin, Eripuddin, Jufrizal Jufrizal i Agustina Agustina. "The Effectiveness of the Intercultural Learning Materials in Teaching English Drama". AL-ISHLAH: Jurnal Pendidikan 14, nr 4 (22.11.2022): 5615–26. http://dx.doi.org/10.35445/alishlah.v14i4.2860.
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Teaching English drama to multicultural students has the problem of solving the similarities and differences between language and culture. This research aimed to determine the effectiveness of intercultural learning materials (ILM) in English drama at English Department. This study was quantitative research that explored quasi-experimental research. The sample of this research was eleven students in the experimental group and ten in the control group. The sample was taken by using random cluster sampling. The instrument of this research was a test that developed the student drama performance test. The data were analysed by using a T-test. The result shows that the students scored significantly in the experimental group with an average score of 201.85 % (a sig value of 0.003 0.05). Based on the result of this research, there was a significant effect of intercultural learning material in improving students' English drama. Then, the intercultural learning materials were the alternative resources for linking the different languages and cultures in teaching and learning drama.
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Rahmatunnisa, Sabila, Titin Nurhayatin i Rendy Triandy. "PEMBELAJARAN MENULIS TEKS DRAMA MENGGUNAKAN MEDIA FLIPBOOK BERBASIS KOMIK PADA PESERTA DIDIK KELAS VIII SMPN 40 BANDUNG TAHUN PELAJARAN 2021/2022". Didaktik : Jurnal Ilmiah PGSD STKIP Subang 8, nr 2 (19.12.2022): 1795–804. http://dx.doi.org/10.36989/didaktik.v8i2.340.
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This research is motivated by the low ability of students and their difficulties in writing drama texts. One of the factors that causes this is the lack of creative and innovative use of media and technology by educators. As is known, the use of media and technology in learning can increase students' interest and motivation to learn. The purpose of this research is to improve the ability of students to write drama texts according to the content, language, and structure; to describe the differences in the ability to write drama texts between the experimental class using comic-based flipbook media and the control class using image media; and to test the effectiveness of comic-based flipbook media in learning to write drama texts. The method used is a quasi-experimental method of pre-test - post-test design with a control group. The data obtained were pre-test and post-test data from the experimental and control classes of students in class VIII of SMPN 40 Bandung. The results of this study proved that the ability of students to increase in learning to write drama texts using comic-based flipbook media. This is evident from the average value of the pretest experimental class of 20.75 which increased to 86.00 at the time of the post-test. There is a significant difference in learning outcomes between the experimental and control classes, in the experimental class an average post-test of 86.00 was obtained, while the post-test average of 75.75 was obtained in the control class. Comic-based flipbook media is effectively applied in learning to write drama texts compared to image media. This is evidenced by the results of the Mann Whitney Test with a significance value of 0.000 <0.05. This proves that the comic-based flipbook media is effectively used in learning to write drama texts.
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Villa, Caren, i Lusia Savitri Setyo Utami. "Pengaruh Product Placement Kopiko dalam Drama Korea terhadap Minat Beli Konsumen Generasi Muda". Prologia 7, nr 1 (29.03.2023): 1–7. http://dx.doi.org/10.24912/pr.v7i1.15621.
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Korean dramas are increasingly popular in Indonesia during the Covid-19 pandemic because they require people to be active at home. Indonesian companies like Kopiko take advantage of the popularity of Korean dramas to attract and retain consumers' memories of their products. This study aims to determine whether there is an effect of product placement in Korean dramas on the buying interest of young consumers. By using a quantitative approach, this study uses the method of distributing questionnaires to 45 respondents as a sample. The population in this study are consumers of generation Y and also generation Z with purposive sampling technique. This research raises a number of concepts, namely marketing communication, product placement, buying interest, and AIDDA theory. There are three data analysis techniques, namely normality test, simple regression analysis, hypothesis testing, validity test and reliability test. The results showed that Kopiko's product placement in Korean dramas affected the buying interest of young consumers by 63.2%. The most influential dimension in the independent variable (X) is the visual dimension and in the dependent variable (Y) the most affected is the psychological factor. Drama Korea semakin popular di Indonesia saat pandemi Covid-19 karena mengharuskan masyarakat beraktivitas dalam rumah. Perusahaan Indonesia seperti Kopiko memanfaatkan popularitas drama Korea untuk menarik minat dan mempertahankan ingatan konsumen terhadap produk mereka. Penelitian ini bertujuan mengetahui ada tidaknya pengaruh penempatan produk dalam drama Korea terhadap minat beli konsumen generasi muda. Dengan pendekatan kuantitatif, penelitian ini menggunakan metode penyebaran kuesioner kepada 45 responden sebagai sampel. Populasi dalam penelitian ini merupakan konsumen generasi Y dan juga generasi Z dengan teknik purposive sampling. Penelitian ini mengangkat sejumlah konsep yakni komunikasi pemasaran, product placement, minat beli, dan teori AIDDA. Terdapat tiga teknik analisis data yaitu uji normalitas, analisis regresi sederhana, uji hipotesis, uji validitas dan uji reliabilitas. Hasil penelitian menunjukkan bahwa product placement Kopiko dalam drama Korea berpengaruh terhadap minat beli konsumen generasi muda sebesar 63,2%. Dimensi yang paling berpengaruh dalam variabel bebas (X) adalah dimensi visual dan dalam variabel terikat (Y) yang paling terpengaruh yaitu faktor psikologis.
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CEYLAN, Remziye, i Feride GÖK ÇOLAK. "The Effect of Drama Activities on the Life Skills of Five-Year-Old Children". International Education Studies 12, nr 8 (29.07.2019): 46. http://dx.doi.org/10.5539/ies.v12n8p46.
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The purpose of this study is to investigate the effects of drama activities on the life skills of five-year-old children. Experimental design with pretest posttest control group was used in the study. The sample group of the study consisted of 32 children aged five years who were educated in a kindergarten in Istanbul province in the academic year of 2017-2018. In the study, “General Information Form” and “Preschool Life Skills Scale” were used as data collection tools. A total of 24 drama activities have been applied to the children in the experimental group for three times a week for eight weeks. After drama activities were completed, the same scale was applied as a post-test for the experimental and control group and four weeks later as a permanence test for the experimental group. As a result, drama activities have been found to be effective in supporting life skills.
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Rahman R, Abdul. "APPLICATION DRAMA TECHNIQUE IN DEVELOPING SPEAKING OF THE ELEVENTH GRADE STUDENTS OF MAN MAJENE". Edumaspul - Jurnal Pendidikan 3, nr 1 (2.04.2019): 8–14. http://dx.doi.org/10.33487/edumaspul.v3i1.74.
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This research aims to proof whether the application of drama technique is able to develop students’ speaking skill.The design of this study is experimental design. There were two groups: experimental and control group. The research was conducted at Madrasah Aliah Negeri Majene, and took 40 students as samples. The data were collected by using the pre-test, the treatment, and the post-test. The speaking test administered to the students of experimental and control class. The scores were assessed by three assessors. The data were analyzed and interpreted by using Pearson Product Moment assisted by SPSS 20 (Statistical Package for Service Solution) software program. The result of the research reveals that application of drama technique can be proven to develop students’ speaking skill and the application of drama technique develop students’ speaking skill. The result of the students’ speaking score development from pre-test to post test demonstrates a significant difference. The researcher found that sig.(2 tailed) is 0.000 which is lower than 0.05. The outcome of the students’ speaking development comparison between experimental and control group is 0.025. It means that the development is significant. The application of drama technique developed and improve students’ speaking skill. The finding signifies that application of drama technique is responded positively by the experimental class.
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Alifia Nurfitriani, Eggie Nugraha i Meity Suratiningasih. "PENERAPAN MODEL PROBLEM BASED LEARNING BERBANTUAN MEDIA WATTPAD DALAM PEMBELAJARAN MENGIDENTIFIKASI UNSUR DRAMA DI KELAS VIII SMPN 2 DAYEUHKOLOT". Didaktik : Jurnal Ilmiah PGSD STKIP Subang 9, nr 2 (3.07.2023): 4178–88. http://dx.doi.org/10.36989/didaktik.v9i2.1254.
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This research was conducted because of the low ability of students in reading drama texts and the difficulties they experienced when analyzing elements of drama. Factors causing this include the lack of use of creative and innovative learning models and media by educators. The purpose of this study was to describe the ability of students in learning to identify elements of drama using the Problem Based Learning model assisted by Wattpad media and to compare the differences in the abilities of students in the control class and the experimental class in learning to identify drama elements using the Problem Based Learning model assisted by Wattpad media. The method used in this study was a quasi-experimental method with pre-test and post-test designs as well as a control group. The results showed that students' abilities increased in learning to identify elements of drama using the Problem Based Learning model assisted by Wattpad media. There was an increase in the pretest average score from 63.39 to 88.54 in the experimental class posttest. There is a significant difference between the learning outcomes of students in the experimental class and the control class, with the average posttest score of the experimental class being 88.54 while the control class is 84.59
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Si, Zhengyu. "An Introduction to the Use of Chinese Opera Expressions in Experimental Drama". SHS Web of Conferences 158 (2023): 02017. http://dx.doi.org/10.1051/shsconf/202315802017.
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The paper’s focus is on the operatic elements’ use in experimental theater, and it begins with an analysis of how opera expression means have been used in this context before moving on to investigate the operatic elements’ crucial role in this type of performance. The author investigates pieces like The Wound Disappeared in the Boundless Night and The Green Snake for references to and applications of experimental drama in opera performances, thereby revealing the inextricable bond between opera and experimental drama. While exploring the legacy of operatic conventions in experimental drama, this paper argues that the field would benefit from taking inspiration from even more classical sources if it were to advance at a steady clip.
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PINAR, Recep İbrahim, i Özgür KÖKALAN. "THE EFFECTS OF DRAMA TRAINING ON INTERPERSONAL MANAGEMENT SKILL OF MANAGERS". Business & Management Studies: An International Journal 5, nr 2 (16.09.2017): 293–313. http://dx.doi.org/10.15295/bmij.v5i2.96.
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The main purpose of this study is to examine the effects of drama training on interpersonal management skill of managers. The experimental study was conducted in this research. The participants of the study were 20 managers divided into 10 as an experimental group and 10 as a control group. The drama training was given to participants of the experimental group by a specialist trainer and then the effects of this training were analyzed by quantitative research methods. In the quantitave researh, a questionnaire that were used to determine the interpersonal management skill of managers were conducted before the training for both the participants of the experimental group and control group. In order to determine the effects of drama training, the same quantionnaire were again conducted to all participants after the training and the effects of training on the participants of experimental group were analyzed by a quantitative software program called as SPSS 20.0. According to research results, it was proved that the interpersonal management skill was developed because of drama training.
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Humaira, Hera Wahdah, Syihabuddin Syihabuddin, Vismaia S. Damaianti i Sumiyadi Sumiyadi. "The effectiveness of drama-based language teaching in improving students' oral language skills: Longitudinal studies". Cypriot Journal of Educational Sciences 17, nr 12 (31.12.2022): 4451–62. http://dx.doi.org/10.18844/cjes.v17i12.8111.
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This study aims to examine the effectiveness of drama-based language teaching on oral language skills, namely the presentation skills of students in college. The research method used is a quasi-experimental method by dividing the participants into two groups. The research participants consisted of 160 students taken from the college level. Participants were divided into two groups with a composition of 80 experimental groups and 80 control groups. The results showed that the presentation skills of the experimental group showed a significant improvement after participating in the drama performance. The improvement in presentation skills occurs in three aspects, namely the structure of the presentation, adaptation to the audience and the quality of the presentation content. So, it can be concluded that this drama-based language teaching can encourage and practice speaking skills in real terms so that it has an impact on students' presentation skills. The implication of this research is that drama can be used as an alternative assignment in order to improve students' presentation skills. Keywords: Oral language skills, presentation skills, language teaching, drama
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Cooke, Lez. "Six and ‘Five More’: Experiments in Filmed Drama for BBC2". Journal of British Cinema and Television 14, nr 3 (lipiec 2017): 298–323. http://dx.doi.org/10.3366/jbctv.2017.0375.
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In 1964–6 John McGrath produced two series of filmed dramas for BBC2, the first under the series title Six, while the second series, provisionally titled ‘Five More’, was transmitted without a series title. At a time when most drama was being produced from the television studio, some of it still being transmitted live, this was a new departure, with the first six films pre-dating Up the Junction (1965) and the second series predating Cathy Come Home (1966), the two Wednesday Plays which have been celebrated for making the breakthrough to filmed drama at the BBC. Unlike the Loach/Garnett films, which were made by the Drama Department, McGrath's series were commissioned by Huw Wheldon's Documentary and Music Programmes department, which also produced Peter Watkins’ Culloden (1964), and were described as a hybrid of ‘documentary fiction’. In fact, they were an eclectic mix of different forms and styles, from Ken Russell's silent cinema pastiche, The Diary of a Nobody (1964) to Philip Saville's experimental The Logic Game (1965) and John Irvin's lyrical Strangers (1966). This article seeks to reconsider these films as examples of forgotten television drama from the mid-1960s and to examine the claim that they represent a new form of ‘documentary fiction’.
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Ock-Ran Kim. "Experimental Theater 1990s, Co-creation Drama and Dramaturgy". Journal of Korean drama and theatre ll, nr 47 (marzec 2015): 205–60. http://dx.doi.org/10.17938/tjkdat.2015..47.205.
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Saleh, Dr Rahim Ali. "The Effect of Educational Drama on the Collection of Arabic Grammar Middle school students". ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 227, nr 3 (5.12.2018): 1–20. http://dx.doi.org/10.36473/ujhss.v227i3.771.
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The aim of this research is to find out the effect of the educational drama method in the achievement of middle school students. A sample of 60 students from the second intermediate class was selected. They were divided into two experimental groups with 30 students and 30 female students. The Arabic grammar was taught to the experimental group using the educational drama method. The control group The researcher applied the experiment in the first semester of the academic year 2016-2017 and continued the study Full semester at the end of the experiment conducted researcher achievement test for both groups Uday and the results showed a statistically significant difference at the significance level (0.05) between the experimental group and the control group and the experimental group learned style educational drama students
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Meşeci, Bahri, Sevilay Karamustafaoğlu i Recep Çakir. "Efficacy of Creative Drama Techniques in Teaching Changes in Matter". International Journal of Physics and Chemistry Education 5, nr 1 (5.04.2013): 57–70. http://dx.doi.org/10.51724/ijpce.v5i1.74.
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In this study, the efficacy of using creative drama techniques in teaching the subject “changes of matter” for to the students of 4th grade Science and Technology was investigated. The sample group consisted of 27 students from the experimental group and 26 students from the control group formed the sample of the study. In order to collect data, a multiple-choice achievement test was developed and applied to assess the level of achievement level from the concepts of the related subject. The subject and its concepts were taught to the experimental group of students by the developed creative drama activities and to the control group of students by conventional methods. T-test and one-way ANCOVA were used by means of statistical analysis. Collected data was presented in charts and interpreted. Knowledge levels of the experimental and the control groups of students were observed to increase. However, in the analysis based on the achievement pre-tests applied to the experimental and the control groups, the difference between post-test results was found to be significant in the advantage of the experimental group. Teaching by using creative drama techniques was proved to be more effective in improving students' success. It is suggested that teachers need to be good drama leaders as well as having enough content knowledge in order to use creative drama techniques and therefore The Ministry of National Education should provide in-service training seminars.
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Ioannou, Androula. "Do drama activities based on Gospel stories affect aspired moral identity? Evaluation of the Impact of an Intervention in a Secondary School Classroom". Ελληνική Περιοδική Έκδοση για τη Θρησκευτική Εκπαίδευση (ΕλΘΕ)/Greek Journal of Religious Education (GjRE) 6, nr 1 (2023): 18–39. http://dx.doi.org/10.30457/0601232.
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This study evaluated the effect of drama activities based on Gospel stories on the aspired moral identity of secondary school students. Seventy 13-year-old students at a gymnasium in Nicosia, divided into an experimental and a control group, were taught the same four Gospel stories, but only the intervention group participated in drama activities. The experimental group students wrote down their impressions in a small text. All the participants took “The Value Clarity Questionnaire” (VCQ) to measure the results before and after the study. The experimental group’s pre-test VCQ score was significantly higher than the control group’s, while both groups’ post-test scores showed significant improvement. Interestingly, the control group also benefited from teaching Gospel stories and improved in areas with lower scores than the experimental group before the study. Most students found drama activities more engaging and effective in encouraging them to reflect on their values and identify the person they want to be. The findings suggest that drama activities based on Gospel stories can positively impact students’ value clarity. This is important because value clarity is linked to a life consistent with one’s values, well-being, and improved self-esteem. This small study could be expanded and contribute to a greater understanding of how drama activities in religious education classes can assist students in forming their aspired moral identity.
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Moghadam, Saman M., i Reza Ghafarsamar. "Using Drama and Drama Techniques to Teach English Conversations to EFL Learners". Global Journal of Foreign Language Teaching 8, nr 2 (29.05.2018): 92–101. http://dx.doi.org/10.18844/gjflt.v8i2.3319.
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The present study aimed to examine the ways in which drama and drama techniques and practices, as implemented in the English language classes and combined with pedagogical practices to teach and learn English conversation, can create the appropriate conditions that promote learning environments conducive for learning English conversations. The participants of this study were thirty undergraduate male and female students who had studied English at the secondary and high school levels at the public schools in Ardebil. They were classified into two groups including Control and Experimental groups. The two groups were administered a Test-Retest evaluation to measure the targeted language skills that was to be taught to them. In order to collect the necessary data, two modern plays were taught and rehearsed in classroom context and then a retest were administered after the practice of these two modern dramatic discourse in the classroom. The different data-collecting techniques were used for the current research were participant observation (direct and indirect), and interviews. After analysing the data the results showed that there was no significant improvement in English competence of the Control group but the Experimental group revealed a tremendous achievement in their abilities in English conversations through the use of dramatic discourse.
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Rahimi Pordanjani, Saeed. "Effectiveness of Drama Therapy on Social Skills of Autistic Children". Practice in Clinical Psychology 9, nr 1 (1.01.2021): 9–18. http://dx.doi.org/10.32598/jpcp.9.1.344.2.
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Objective: Autism spectrum disorder severely damages children’s social skills, cognitive functions, and emotional self-regulation. This study aimed to determine the effectiveness of drama therapy on the social skills of children with high-functioning autism. Methods: The research design was experimental with a pre-test, post-test and a control group. The statistical population included 120 children with high-functioning autism in special education centers in Isfahan City, Iran. For this purpose, 40 children with high-functioning autism disorder were randomly selected by purposive sampling method and using Morgan’s table. Then, they were assigned to the experimental and control groups. The experimental group received a drama therapy program, and the control group was placed on a waiting list. The children’s instructors completed the Matson social skills questionnaire at pre-test, post-test, and follow-up three months later. Results: Analysis of the results using repeated measures analysis of variance showed that the drama therapy was effective on the participants’ social skills in the experimental group (P<0.05). Conclusion: Drama therapy will improve their social skills and performance in this field. Therefore, this study’s findings might be helpful as practical strategies for practitioners in the field of autism.
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Anggita, Nurul, H. Rustam Efendy Rasyid i Aswadi Aswadi. "PENGARUH METODE ROLE PLAYING TERHADAP PEMBELAJARAN DRAMA". Cakrawala Indonesia 4, nr 2 (30.11.2019): 20–23. http://dx.doi.org/10.51817/jci.v4i2.189.
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The Effect of Role Playing Method on Drama Learning. his study aims to determine the effect of the role playing method on drama learning in class XI MIPA.3 students of SMA Negeri 6 Sidrap 2018/2019. This study was quasi-experimental research with sample 32 students. Data collected through documentation and test techniques. The results of data analysis showed that the average of the experimental group was higher than control group (78,12 >73,75). This shows that the alternative hypothesis "There is an influence of the role playing method on the learning of drama class XI MIPA.3 students of SMA Negeri 6 Sidrap", was accepted. Therefore, the null hypothesis "There is no effect of the role playing method on the drama learning in class XI MIPA.3 students of SMA Negeri 6 Sidrap ", was rejected.
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Anaam, Faisal Mohammed Saleh. "Role of Drama on Enhancing English Writing Skill for Secondary School Students in Yemen." ENSEMBLE 3, nr 1 (20.08.2021): 119–28. http://dx.doi.org/10.37948/ensemble-2021-0301-a015.
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The present study is an attempt to find out the impact of drama as a tool of teaching on improving writing skill for school students in Yemen. The participants of this study were 76 students of grade 10 from public secondary school in Taiz city, Yemen. The sample was selected randomly and divided into two groups, experimental and control groups. The researcher selected some writing lessons from the English textbook prescribed for grade 10. The experimental group students were taught through drama method whereas the control group students were taught by the traditional method. Pre and Post-tests were used as tools for data collection to explore the role of drama on writing skill. The researcher used the statistical techniques namely descriptive analysis (Mean and Standard Deviation), ANCOVA and t-test to analyse the collected data. The results of the present study indicated that teaching writing skill through drama was more effective than teaching through the traditional method. The findings of the study also showed that drama has a significant role on improving English writing skill for secondary school students in Yemen.
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Law, Oluseun F. "Effect of Drama Technique on Achievement in English Reading Comprehension of Junior Secondary School Students". Journal of Education in Black Sea Region 6, nr 2 (21.05.2021): 165–73. http://dx.doi.org/10.31578/jebs.v6i2.240.
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The study examined the effect of drama technique on achievement in English reading comprehension of junior secondary school students. This study adopted the pre-test – post-test quasi-experimental design. The population of the study comprised all junior secondary school students in Ijebu-North local government, Ogun state. Two junior secondary schools were randomly selected for the purpose of the study. The students in the two schools were randomly assigned to experimental and control groups. The instrument used for data collection was the Reading Comprehension Achievement Test which has a reliability coefficient of 0.72. The experiment lasted for six weeks. The data were analyzed by Analysis of Co-Variance (ANCOVA) at a 0.05 level of significance. The results show a significant main effect of drama technique and gender on students’ achievement in reading comprehension. The results further show a significant interaction effect of drama technique and gender on students’ achievement in reading comprehension. The study recommends that teachers should adopt the use of drama techniques in teaching comprehension.
Keywords: drama technique, reading comprehension, achievement in reading
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Lepishava, Alena. "BELARUSIAN EXPERIMENTAL DRAMA GENERATION «НЕТУТЭЙШЫЯ»: «KEYS» FOR READING, APPROACHES, NAMES". Odessa National University Herald. Series: Philology 26, nr 1(23) (22.07.2022): 24–32. http://dx.doi.org/10.18524/2307-8332.2021.1(23).251882.
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The article is devoted to a special, emphasized experimental trend in modern Belarusian drama, controversial in aesthetic terms, but extremely indicative as an intention of literary development, which will save Belarusian literature with the experience of the world (post)avant-garde art. A new approach to the consciously unconventional texts that implemented it is proposed, which provides for taking into account the aesthetic concept of the artistic movement «Boom-Bam-lit» (mid-1990s), in the course of which the formation of author's intimidualities took place, as well as the main trend in the development of world drama and theater, marked by a performative-receptive turn.
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Eren, Handan, Şeyda Can, Handan Eren i Şeyda Can. "The Impact of Creative Drama on Nursing Students’ Knowledge of Nursing Processes and Case Analysis Skills". Pakistan Journal of Medical and Health Sciences 16, nr 4 (30.04.2022): 479–82. http://dx.doi.org/10.53350/pjmhs22164479.
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Aim: The study aims to determine the impact of creative drama on the nursing students’ knowledge of nursing processes and case analysis skills. Methods: This quasi-experimental study was carried out with 59 first-year nursing students between May 02 and June 30, 2021. The students were divided into experimental (n=30) and control groups (n=29) according to their grade point averages, with all students simultaneously receiving online theoretical information on nursing processes from the same lecturer. The case analysis study was conducted with creative drama in the experimental group, and with the conventional lecture and discussion method in the control group. The data were collected with descriptive characteristics form, The Nursing process knowledge form, Patient diagnosis form, The nursing process form, case evaluation form and feedback form. Results: The nursing process knowledge mean score and case analysis mean score (16.20 ± 2.51 and 22.73 ± 9.07, respectively) of the students in the experimental group were found to be statistically significantly higher compared to the students in the control group (15.27 ± 3.28 and 15.14 ± 9.28, respectively). A high level of positive statistical correlation was found between the nursing process knowledge mean scores and case analysis mean scores of the students (r= .986, p= .000). All students in the experimental group referred to the creative drama and case analysis process as helpful in communication (n=12), fun (n=11), useful (n=8) and memorable (n=10). Conclusion: Creative drama was observed to be effective in the nursing process knowledge and case analysis skills of first-year nursing students. Keywords: Case Analysis, Creative Drama, Nursing Process, Nursing Students.
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Suramto, Suramto. "Developing the Students� English Listening Skill by Applying Drama Movies Viewing Techniques". ENGLISH FRANCA : Academic Journal of English Language and Education 3, nr 01 (31.05.2019): 95. http://dx.doi.org/10.29240/ef.v3i01.819.
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Listening is one of fundamental skills in English. Unfortunately, most students are not able to achieve listening skill well. There are many factors that influence students? listening skill is low. This research tried to solve the problem regarding the students' difficulities in achieving listening skills by using drama movies reviewing technique this study is a quasi experimental design. The object of this paper were 30 students' of students of general conversation Classes. The data were collected by using listening achievement test. The results showed that the students who were treated by the techniques of viewing drama movies achieved higher mean score in listening skill (81.46). The techniques of viewing drama movies also gave contribution in listening skill (61.8%). Keywords: drama movies viewing techniques and listening skill Listening is one of fundamental skills in English. Unfortunately, most students are not able to achieve listening skill well. There are many factors that influence students? listening skill is low. This research tried to solve the problem regarding the students' difficulities in achieving listening skills by using drama movies reviewing technique this study is a quasi experimental design. The object of this paper were 30 students' of students of general conversation Classes. The data were collected by using listening achievement test. The results showed that the students who were treated by the techniques of viewing drama movies achieved higher mean score in listening skill (81.46). The techniques of viewing drama movies also gave contribution in listening skill (61.8%). Keywords: drama movies viewing techniques and listening skill
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Ulubey, Özgür. "The Effect of Creative Drama as a Method on Skills: A Meta-analysis Study". Journal of Education and Training Studies 6, nr 4 (7.03.2018): 63. http://dx.doi.org/10.11114/jets.v6i4.2968.
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The aim of the current study was to synthesize the findings of experimental studies addressing the effect of the creative drama method on the skills of students. Research data were derived from ProQuest Citations, Web of Science, Google Academic, National Thesis Center, EBSCO, ERIC, Taylor & Francis Online, and ScienceDirect databases using keywords such as drama, and skill. A total of 63 research studies including twenty articles, thirty-four master’s and nine doctoral theses, which met the inclusion criteria of meta-analysis, formed the data source of the current study. The collected data were analyzed by using the Comprehensive Meta Analysis program. To address the heterogeneity of the studies, the random effects model were employed to calculate the effect size. The results of the research showed that creative drama method positively affected the skills of students. In experimental studies, the differences in the effect created by the creative drama on students' skills were examined in terms of moderator variables. While the effect size of creative drama on students’ skills was found to be significantly varying depending on the moderator variables including the duration of experimental application, the level of schooling and the publication type, it was found that the effect size was not significantly varying depending on the moderator variables of practitioner and types of skills.
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Leroux, Louis Patrick. "Confessional Drama and Autofiction in Montreal". Canadian Theatre Review 117 (styczeń 2004): 71–73. http://dx.doi.org/10.3138/ctr.117.017.
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There are very few actual experimental theatres left in Montreal. By that I mean companies devoted to works seeking to challenge and surprise the audience constantly, as well as the artists themselves. Resisting the impeding institutionalization of Quebec theatre are the aptly named Nouveau Théâtre Experimental (ΝΤΕ) and Momentum. Interestingly, they both ventured into autobiographical drama last year, with unexpected critical and public hits, which they have fortunately revived this season. Neither of the companies’ front men, Jean-Pierre Ronfard, in the case of the ΝΤΕ, or Jean-Frederic Messier of Momemtum, was involved in these autobiographical ventures.
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Phonethibsavads, Anthony, Sophia Bender i Kylie Peppler. "Utilizing the Consensual Assessment Technique to Compare Creativity in Drama Spaces". Creativity. Theories – Research - Applications 6, nr 1 (1.06.2019): 4–19. http://dx.doi.org/10.1515/ctra-2019-0001.
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AbstractObjective: This study examines the validity of Amabile’s (1982) consensual assessment technique in measuring creativity in a warm-up activity in fourth-grade drama classrooms and compares the scores between warm-ups occurring in a blackbox theater setting (experimental) vs. a traditional classroom (control). Method: Four professional actors viewed 60 clips of children’s drama warm-ups and scored for creativity, using a 5-point scale. After establishing sufficient inter-rater reliability (IRR), we used the average scores of the raters to compare creativity between the experimental and control groups. Results: The raters demonstrated high agreement, with a coefficient alpha estimate of .819. An independent samples t-test between the experimental and control groups was significant at p < .001, with the experimental group receiving higher scores. Conclusions: The results suggested that creativity was significantly higher in the experimental group, and the context correlated with creativity, despite neither group having yet received drama instruction at that time. This paper presents discussions about validity, opinions of the raters, possible implications for the activity itself, and possible effect of setting on creativity.
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Fryer, Nic. "The ‘third thing’: Rancière, process drama and experimental performance". Research in Drama Education: The Journal of Applied Theatre and Performance 20, nr 3 (3.07.2015): 331–36. http://dx.doi.org/10.1080/13569783.2015.1059258.
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مجيد, ناهده, i اياد عيسى. "أثر استخدام اسلوب الخريطة الذهنية في تحصيل طلبة الجامعة في المسرحية الانكليزية". Al-Kitab Journal for Human Sciences 1 (3.10.2020): 113–37. http://dx.doi.org/10.32441/kjhs.01.00.7.
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The current study aims to investigate the effect of using Mind Mapping technique on University students' achievement in English drama. The aim of the study is supposed to be achieved through verifying its hypotheses. The sample of the study consists of sixty EFL university students who are distributed equally into two groups, i.e. experimental and control groups. The experimental group has been taught the English drama ''Hamlet'' by using Mind Mapping technique while the control group has been taught the same material by using the traditional method. A posttest has been conducted and applied to the two groups. The required data are collected and analyzed statistically. The obtained results show that the mean scores of students' performance of the experimental group in the post test is better than that of the control group. This means that the investigated technique has a positive effect on university students' performance in English drama.
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GÜDEK, Bahar, i Hande YILMAZ. "THE EFFECT OF CREATIVE DRAMA METHOD ON STUDENTS’ ACHIEVEMENTS TOWARDS THE MUSIC LESSON". IEDSR Association 6, nr 14 (26.07.2021): 15–31. http://dx.doi.org/10.46872/pj.275.
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The aim of this research is to examine the effects of creative drama method on students' achievements towards the music lesson . In addition to this, in the research, it was aimed to develop appropriate educational activities prepared with creative drama method for the theoretical subjects of music, to eliminate the unwillingness of students towards these subjects, to facilitate the learning of information about music theory, to make learning fun and permanent, and to provide the student to learn voluntarily. In this study; For the determined purpose, creative drama method was applied in the teaching of theoretical knowledge of the 4th grade musical perception and information learning field in the 2018-2019 Academic Year Music Course Education Program of the Ministry of Education. The study was carried out by experimental method. The study group consists of 80 students, including 40 students in the Samsun Mimarsinan Primary School, an experimental group and 40 students in the control group. While the subjects pertaining to the musical perception and information learning area were taught by the classroom teacher with the traditional (classical) teaching method in the control group, the experimental group was taught by the researcher using the creative drama method. The pre-test and post-test post-test music course success scale was applied to both groups. With the results obtained from the scale, the effect of creative drama method on students' achievements towards the music lesson was investigated. As a result, it was found that creative drama method had a positive effect on students ' achievements, there was no significant difference according to gender, and the effect on students' achievement levels was 'enormous'.
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Bayram, Hüseyin. "The Effect of Drama-Based Social Studies Education on Psychological Resilience and Well-Being Levels of Secondary School Students Affected by the Earthquake". Alberta Journal of Educational Research 70, nr 1 (13.03.2024): 60–82. http://dx.doi.org/10.55016/ojs/ajer.v70i1.77424.
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The aim of this research is to examine the effect of drama-based social studies education on the psychological resilience and well-being levels of secondary1 school students affected by the earthquake that took place in Turkey in 2023. The embedded design from mixed methodology was used in the research. The participant group of the research was formed by multi-stage mixed sampling method. A total of 57 middle school fifth grade students, 28 in the experimental group and 29 in the control group, took part in the experimental research. The data of the research were collected with Stirling Children's Well-being Scale, Child and Youth Resilience Measure-12, semi-structured interview forms, and unstructured observations. Independent samples t-test, analysis of covariance, and content analysis were used to analyse the data of the research in which quantitative and qualitative data were collected together. Research findings concluded that drama-based social studies education increased students' psychological resilience and well-being levels. It was also determined that the students perceived that drama-based social studies education contributed to their resilience, self-belief, calmness, happiness, playfulness, and helped them to deal with challenges, reduce stress, and eliminate anxiety. The results suggest that researchers and educational planners would be well served to increase the use of drama in social studies courses to improve students' psychological resilience and well-being levels. Keywords: Social studies education, drama, psychological resilience, psychological well-being, secondary school students Résumé L'objectif de cette recherche est d'examiner l'effet de l'éducation des études sociales basé sur le drame sur la résilience psychologique et les niveaux de bien-être des élèves de l’intermédiaire affecté par le tremblement de terre qui a eu lieu en Turquie en 2023. La conception intégrée de la méthodologie mixte a été utilisée dans la recherche. Le groupe de participants à la recherche a été constitué par une méthode d'échantillonnage mixte à plusieurs niveaux. Au total, 57 élèves de cinquième année de, 28 dans le groupe expérimental et 29 dans le groupe de contrôle, ont participé à la recherche expérimentale. Les données de la recherche ont été collectées à l'aide de l'échelle de bien-être des enfants de Stirling, de la mesure de la résilience des enfants et des jeunes de formulaires d'entretiens semi-structurés et d'observations non structurées. Le test t des échantillons indépendants, l'analyse de la covariance et l'analyse du contenu ont été utilisés pour analyser les données de la recherche dans laquelle les données quantitatives et qualitatives ont été collectées ensemble. Les résultats de la recherche ont conclu que l'enseignement des études sociales basé sur le drame augmentait les niveaux de résilience psychologique et de bien-être des élèves. Il a également été établi que les élèves considéraient que l'éducation des études sociales basé sur le drame contribuait à leur résilience, leur confiance en soi, leur calme, leur bonheur, leur caractère ludique, leur capacité à relever les défis, réduire le stress et éliminer l'anxiété. Les résultats suggèrent que les chercheurs et les planificateurs de l'éducation seraient bien inspirés d'accroître l'utilisation du drame dans les cours d'études sociales afin d'améliorer les niveaux de résilience psychologique et de bien-être des étudiants. Mots-clés : Éducation des études sociales, drame, résilience psychologique, bien-être psychologique, élèves de l'éducation intermédiaires.
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Nurliasari, Nurliasari, i Achmad Fachrurrozy. "THE EFFECT OF DRAMA ON THE DEVELOPMENT OF STUDENTS’VOCABULARY MASTERY AT THE TENTH GRADE OF SMK LAB BUSINESS SCHOOL TANGERANG IN ACADEMIC YEAR 2019-2020". Foremost Journal 1, nr 1 (20.02.2020): 43–46. http://dx.doi.org/10.33592/foremost.v1i1.481.
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AbstractThe purpose of this research is to find out the effect of Drama on the development to improve their vocabulary mastery for the tenth grade of SMK Lab Business School Tangerang. This research was quantitative and the method is quasi experimental with the qualitative data. In this research the total of population is 403 students in the tenth grade of SMK Lab Business School Tangerang. To choose the sample of this research the writer conducted by using the purposive sampling, and took 74 students of two classes, there are: the first is experimental class (X AP 1) and the second is control class (X AP 2). Short drama technique used in experimental class in teaching and learning process, while conventional technique in control class in teaching and learning process. To collect the data, the writer used the written test, and to counting the data of descriptive data of class experiment and control, normality, homogeneity, chi-square, rank, and Mann-Whitney U used SPSS 24. Then the result of this research showed the score of students’ vocabulary by using short drama technique in the value of post-test was higher than the students’ score of conventional technique in the value of post-test. In conclusion, in this research indicated that there is any significant effect of using short drama to improve student’ vocabulary mastery. Keyword: Conventional Technique, Short Drama Technique, Quantitative, Vocabulary Mastery.
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Sirisrimangkorn, Lawarn, i Jitpanat Suwanthep. "The Effects of Integrated Drama-Based Role Play and Student Teams Achievement Division (STAD) on Students’ Speaking Skills and Affective Involvement". Scenario: A Journal of Performative Teaching, Learning, Research VII, nr 2 (1.07.2013): 64–78. http://dx.doi.org/10.33178/scenario.7.2.5.
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The study investigates the pedagogical use of integrated drama-based role play and Student Teams Achievement Division (STAD) cooperative learning, and its effects on the first year non-English majors’ speaking skills, motivation, and self-esteem. The study was conducted over an academic semester in a basic English class in a northeastern university in Thailand with two separate groups, with a quasi-experimental design. The participants in this study were 80 non-native undergraduate students whose major was not English. Over the 16 weeks of the study, both groups of students studied English with the same learning content; however, only the experimental group was introduced to drama-based role play and STAD, with blended-learning instruction, while the control group continued using the course book role plays with regular group work activities and classroom instruction. Both quantitative (t-test) and qualitative (content analysis) methods were used to analyze the results of the study. The results of the quantitative and qualitative analysis showed the effectiveness of drama-based role play combined with STAD on students’ speaking skills, motivation, and self-esteem in the experimental group. The study concludes with recommendations for the integration of the blended drama-based and cooperative learning to improve students’ English speaking skills and affective involvement.
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Leskovšek, Nina. "Silent Characters: Women Playwrights, Women’s Writing and the Representation of Woman(liness) in the Slovenian Drama Experiment (1966–1986)". Amfiteater 11, nr 1 (30.06.2023): 292–311. http://dx.doi.org/10.51937/amfiteater-2023-1/292-311.
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The paper begins by analysing the ideas, themes and motifs of the theatre texts from the anthology The Generator:: for Manufacturing Any Number of Drama Complexes (Slovenian Experimental Dramatic and Performative Texts from the Modernist Period (1966–1986)). It aims to shed light on the anthology’s selected texts through the female perspective, or rather, its absence. It deals with the consequences that the absence of awareness about the lack of a female perspective in Slovenian drama can have on the representation of women and woman(liness). The paper explores such representations in Slovenian (experimental) drama and raises awareness about the possible effects of patriarchal ideology and its consequences by analysing the plays’ ideas, themes and motifs. In doing so, it pays special attention to the difference between men’s and (rare) women’s playwriting. The texts from The Generator are taken merely as a case study to indicate the presence of particular symptoms in Slovenian (experimental) drama within the anthology’s given period. The paper briefly highlights the differences in the representation of woman(liness) from a broader developmental perspective, from a temporal distance, in the form of a comparative analysis of contemporary women’s playwriting, specifically, Simona Hamer’s 2010 play Nemi lik (The Silent Character).
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Leskovšek, Nika. "Silent Characters: Women Playwrights, Women’s Writing and the Representation of Woman(liness) in the Slovenian Drama Experiment (1966–1986)". Gledališke in medumetnostne raziskave 11, nr 1 (30.06.2023): 292–311. http://dx.doi.org/10.51937/amfiteater_2023_1/292-311.
Pełny tekst źródłaStreszczenie:
The paper begins by analysing the ideas, themes and motifs of the theatre texts from the anthology The Generator:: for Manufacturing Any Number of Drama Complexes (Slovenian Experimental Dramatic and Performative Texts from the Modernist Period (1966–1986)). It aims to shed light on the anthology’s selected texts through the female perspective, or rather, its absence. It deals with the consequences that the absence of awareness about the lack of a female perspective in Slovenian drama can have on the representation of women and woman(liness). The paper explores such representations in Slovenian (experimental) drama and raises awareness about the possible effects of patriarchal ideology and its consequences by analysing the plays’ ideas, themes and motifs. In doing so, it pays special attention to the difference between men’s and (rare) women’s playwriting. The texts from The Generator are taken merely as a case study to indicate the presence of particular symptoms in Slovenian (experimental) drama within the anthology’s given period. The paper briefly highlights the differences in the representation of woman(liness) from a broader developmental perspective, from a temporal distance, in the form of a comparative analysis of contemporary women’s playwriting, specifically, Simona Hamer’s 2010 play Nemi lik (The Silent Character).
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Leskovšek, Nika. "Silent Characters: Women Playwrights, Women’s Writing and the Representation of Woman(liness) in the Slovenian Drama Experiment (1966–1986)". Amfiteater 11, nr 1 (30.06.2023): 274–311. http://dx.doi.org/10.51937/amfiteater-2023-1/274-311.
Pełny tekst źródłaStreszczenie:
The paper begins by analysing the ideas, themes and motifs of the theatre texts from the anthology The Generator:: for Manufacturing Any Number of Drama Complexes (Slovenian Experimental Dramatic and Performative Texts from the Modernist Period (1966–1986)). It aims to shed light on the anthology’s selected texts through the female perspective, or rather, its absence. It deals with the consequences that the absence of awareness about the lack of a female perspective in Slovenian drama can have on the representation of women and woman(liness). The paper explores such representations in Slovenian (experimental) drama and raises awareness about the possible effects of patriarchal ideology and its consequences by analysing the plays’ ideas, themes and motifs. In doing so, it pays special attention to the difference between men’s and (rare) women’s playwriting. The texts from The Generator are taken merely as a case study to indicate the presence of particular symptoms in Slovenian (experimental) drama within the anthology’s given period. The paper briefly highlights the differences in the representation of woman(liness) from a broader developmental perspective, from a temporal distance, in the form of a comparative analysis of contemporary women’s playwriting, specifically, Simona Hamer’s 2010 play Nemi lik (The Silent Character).
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Djumingin, Sulastriningsih, Juanda Juanda i Azis Azis. "THE EFFECTIVENESS OF USING AUDIOVISUAL MEDIA IN LEARNING TO WRITE INDONESIAN DRAMA SCRIPT". Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan 25, nr 1 (8.06.2022): 44–56. http://dx.doi.org/10.24252/lp.2022v25n1i4.
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This research aims to prove the effectiveness of using audiovisual media in learning to write drama scripts for students. The population in this research were students of class XII Social Science which collected 90 people from three classes. The sample was determined by purposive sampling technique in order to obtain 2 classes as the experimental and control classes. The research design was a quasi-experimental. The instrument used is a drama writing test. The collected data were analyzed using descriptive analysis and inferential analysis in the form of independent t-test. The results showed that the group using audiovisual media obtained better results than audio media. The results of the study were evidenced by a t-test which showed that audiovisual media was effectively used in learning to write drama scripts. The implication of this research is that teachers can improve students' ability to write Indonesian drama scripts using audiovisual media.
Abstrak:
Penelitian ini bertujuan untuk membuktikan keefektifan penggunaan media audiovisual dalam pembelajaran menulis naskah drama siswa. Populasi dalam penelitian ini adalah siswa kelas XII IPS yang berjumlah 90 orang dari tiga kelas. Sampel ditentukan dengan teknik purposive sampling sehingga diperoleh 2 kelas sebagai kelas eksperimen dan kelas kontrol. Desain penelitian adalah eksperimen semu. Instrumen yang digunakan adalah tes menulis drama. Data yang terkumpul dianalisis menggunakan analisis deskriptif dan analisis inferensial berupa independent t-test. Hasil penelitian menunjukkan bahwa kelompok yang menggunakan media audiovisual memperoleh hasil yang lebih baik dibandingkan media audio. Hasil penelitian tersebut dibutikan dengan uji-t yang menunjukkan bahwa media audiovisual efektif digunakan dalam pembelajaran menulis naskah drama. Implikasi penelitian ini adalah guru dapat meningkatkan kemampuan siswa menulis naskah drama bahasa Indonesia dengan menggunakan media audiovisual.
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Razanah, Marini, Nani Solihati i Imam Safi'i. "Pengaruh Media Pembelajaran Terhadap Kemandirian Belajar dan Keterampilan Menulis Teks Drama". Bahtera: Jurnal Pendidikan Bahasa dan Sastra 23, nr 2 (15.07.2024): 201–11. http://dx.doi.org/10.21009/bahtera.232.06.
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Students' ability in writing drama text is influenced by several factors that occur in learning. The purpose of the study was to determine the effect of learning media and students' independence in learning on the skills of writing drama texts of students in class XI of SMAN 21 East Jakarta. This research used experimental method. The population in this study were all students of class XI of SMAN 21 East Jakarta. The research sample was conducted using Purposive Sampling technique as many as 60 students who were divided into two groups, where 30 students learned using family movie drama media and the other 30 people learned using conventional media. The instruments used in this study are: Learning independence questionnaire and drama text writing skill test. The results showed that the use of family film drama media gave better results in the aspects of learning independence and drama text writing skills. The use of conventional media makes students learn through several stages or indirectly. The use of family film drama media is recommended in learning to write drama texts because it can provide a direct picture and increase students' learning independence and motivation
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Antar, Dina. "The Use of Drama in Developing the Skill of Speaking in Standard Arabic Among Third Grade Arabic Speaking Students". Theory and Practice in Language Studies 13, nr 7 (1.07.2023): 1601–13. http://dx.doi.org/10.17507/tpls.1307.01.
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This research aims to develop the skill of speaking Standard Arabic among third-grade Arabic-speaking students through using drama. The research sample consisted of 60 third-grade Arabic native students. Their ages ranged between 8-9 years, with a mean of 8.55, and a standard deviation of 0.50. They were divided into two equal groups; experimental and control groups. Each group consists of 30 students. Moreover, the research tools consisted of a test of speaking skill in Standard Arabic, and a drama program (prepared by the researcher).The results related to the post-measurement revealed the effectiveness of drama in developing speaking Standard Arabic language in the experimental group, compared to the control group. Moreover, there were no statistically significant differences between the post and follow-up measurements.
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Bakkaloğlu, Nilgün, i Pınar Özdemir Şimşek. "AN EVALUATION OF THE CREATIVE DRAMA METHOD USED IN THIRD- AND FOURTH- GRADE CLASSES ON ENVIRONMENTAL TOPICS BY TEACHING METHOD AND TEACHER EFFECT". Journal of Baltic Science Education 20, nr 4 (15.08.2021): 590–611. http://dx.doi.org/10.33225/jbse/21.20.590.
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This study deals with the effects of applying drama method in the teaching of environmental issues in science courses on the achievement, retention of learning, student interest and attitudes of primary school students and also whether these effects are dependent on teachers. The study was designed on the basis of the Solomon Four-Group Design. The study is a two group pre- and post-test experiment in two parts, each part having an experimental and control group. The courses were delivered to both groups by the researcher in the first part and drama teacher in the second. The experimental groups received 144 hours of teaching for six weeks, during which a drama course outline was employed, while in the control groups the courses followed the course outlines covered in the curricula. The data were collected using the Environmental Achievement Test, Interest Scale towards the Environment and Attitude Scale towards Science. The findings suggest that the teachers had some effects on the methods, but the significant differences in scores were due to the drama method, which was found to improve the achievement of the third-grade students and the interest towards environment and attitudes towards science of both third- and fourth-grade students. Keywords: environmental education, creative drama method, science education, teacher effect
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Rama, Fitria, i Nazriani Lubis. "Performing Socio Drama to Increase Students' Motivation in Speaking English". Indonesian Journal of ELT and Applied Linguistics 2, nr 2 (14.09.2023): 29–35. http://dx.doi.org/10.32696/ijeal.v2i2.2481.
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Teaching speaking In Indonesian, many teachers have made much effort to find good methods, strategies, techniques, media and teaching materials to make the most of it. They have tried hard to maximize every way in the teaching and learning process. The socio drama method also has an influence on student learning outcomes. The purpose of the research method used is experimental. The population in this study were 250 people students of class VII SMPS PLUS Kasih Ibu Patumbak, while the sample is class VIII-A (20 students) as an experimental group that teaches storytelling techniques in narrative text and class VIII-B. (20 students) as a control group were taught without telling. This research was conducted through the following The test is a drama conversation. Researchers of several drama conversations related to English answered 2 people with drama. The results show that there is an increase in students speaking skills using storytelling techniques. After calculating the data, then the researcher found that the t-test t-test obtained that the value of observed ≥ ttable, namely 6.436 > 2.086. on significance level α = 0.5. Thus, it can be concluded that H0 is rejected and Ha is accepted. An can be interpreted that Performing socio drama significant effect on increase students' motivation in speaking english.
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Şahin, Tuğrul Gökmen. "The Effect of Body Language-Centered Drama Activities on Students' Speaking Skills in Secondary School Turkish Teaching". International Journal of Contemporary Educational Research 10, nr 3 (27.09.2023): 762–84. http://dx.doi.org/10.52380/ijcer.2023.10.3.561.
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The body is undoubtedly the first language of communication in human history. Body language, which dates back to the first human, was the first language with which humans communicated with each other. Human being is a social being; just as it needs nutrition, shelter, security, knowledge, respect and love, it also needs communication. Therefore, speaking skill has become one of the language skills that individuals use most in daily life throughout their lives. Drama method is a method that can be used to help people get to know themselves and their environment, improve their relationships, gain different perspectives, and increase social harmony. The aim of this research is to determine the effect of body language-centered drama activities on the development of students' speaking skills in secondary school Turkish teaching. The participants of the study consist of 55 7th grade students studying in a secondary school in Battalgazi district of Malatya province. In this research, mixed research method sequential explanatory design was used. A semi-experimental design was used in the quantitative part of the research, and the quantitative data of the research was collected using the Speaking Skills Attitude Scale (2017), and the phenomenology design was used in the qualitative part, and the data were collected with student diaries, semi-structured interview form and observation form. In the quantitative part of the research, a control and an experimental group were created. Experimental and control groups were determined according to the students' pre-test results from the attitude scale. According to the results of the Mann Whitney U test, the groups were found to be equivalent. In the experimental group, body language-centered drama prepared in the context of Turkish language teaching program achievements was taught, and in the control group, lessons were taught taking into account the current Turkish course curriculum. At the end of the research, a semi-structured interview was conducted with 9 experimental group students, a diary was collected after each drama application, and observations were made by taking pre- and post-videos of the students' body language-centered speaking skills. A reliability and validity study was conducted on the applied quantitative and qualitative data collection tools. Analysis of the post-tests in the experimental and control groups was made with the Mann Whitney U test. Qualitative data were analyzed with codes and categories created by content analysis and descriptive analysis.
When the results of the research were examined, it was concluded that the Turkish lesson taught with body language-centered drama activities was more effective than the normal Turkish lesson in terms of giving speaking skill gains. Similarly, it was observed that the interest and love of the students participating in the study regarding speaking skills increased after the body language-centered drama activities, and their anxiety decreased. In addition, it was observed that students began to use body language easily both in the classroom and in daily life. Looking at the results of the qualitative data of the research, it was seen that the students started to use body language in and outside the classroom, their speaking skills improved and even their existing speech disorders improved.
The study results were examined in the literature and compared from both similar and different perspectives. Looking at the results, researchers can make variations in their studies in order to obtain rich data; for drama practices, they should conduct pilot exercises before implementing the created drama workshops and pay attention to the physical characteristics of the place where the drama will be implemented; recommendations were made for institutions to give teacher candidates the opportunity to practice in drama classes in faculties of education and to provide drama training to teachers in in-service courses opened within the Ministry of National Education.
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Domanskii, Yurii V. "CONCEPTUAL SPACE OF THE DRAMA. THE TODAY'S DAY. REVIEW OF "EXPERIMENTAL DICTIONARY OF MODERN DRAMA" (SIEDLCE 2019)". RSUH/RGGU Bulletin. "Literary Theory. Linguistics. Cultural Studies" Series, nr 2 (2020): 141–48. http://dx.doi.org/10.28995/2686-7249-2020-2-141-148.
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Vasić Rakočević, Branislava V. "RADOMIR KONSTANTINOVIĆ AND RADIO DRAMA". Folia linguistica et litteraria XII, nr 34 (kwiecień 2021): 139–47. http://dx.doi.org/10.31902/fll.34.2021.8.
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This paper begins with an overview of literary work of Radomir Konstantinović. The experimental character of his novels demonstrates the specificity of his literary modus operandi, as a unique phenomenon in Serbian literary scene during the fifth decade of the 20th century. His work will mark a turning point in the transition from modernism to postmodernism. His radio dramas, as well, represent a very specific part of his work mostly due to historical position of this genre. Since his radio dramas are first fully published in 2019. this paper traces a path for further research in this area.