We need to put the students in an active position that listens to the lesson, participate in the lesson from a passive position, explains what s/he knows, even if it is simple, and expresses him/herself and his/her knowledge. Within the scope of drama activities were carried out at the school after the activity such as various warm-up / fusion activities, pantomime, improvisation, role playing, story creation and dramatization. For our teachers; -To be able to apply and evaluate the lesson plan and content by creating the Creative Drama Methods. -To develop students' ability to give instructions that provide an environment for active learning. -To be able to merge the subject with different disciplines more easily by using the Creative Drama Methods. -To be able to use gestures, facial expressions and voice more effectively in lessons. -To develop the ability to communicate more positively with the student. For our students; -Active participation in the lesson -Being easy learners as a result of kinesthetic and affective learning facilitating cognitive learning. Being contemporary and inquisitive individuals. Expressing themselves comfortably using body language. Contribution to the perception of quality time at school. Improvement in commitment and continuance. For our institution; -Increasing the academic success of the institution with the drama method that supports the helpful learning approach. -Strengthening the student's relation with the school. -Strengthening the institutional image by improving the teacher profile. Increasing the efficiency of professional training. -To create privilege and advantage in education by creating projects unique to the institution prepared with the drama method.
We spent much time on transnational education activities that we can implement within the Erasmus+ program in 2020. Finally, with the efforts of the school administration, we took start and set off for our project titled “Drama effect in education”. We are trying to bring the social adaptation skills, which are a little bit lower than the level our school has achieved in exam success, to the desired level. It was a fact that used systems today are test-oriented in course evaluations. Although this situation does not have a negative reflection in terms of academic success at the moment, the possibility of serious problems to be faced with in the near future regarding the plans of the Ministry of National Education is a great risk; That's why we learned the drama method, which is the subject of our project, and tried to bring a different perspective to the learning style in our school. “DRAMA EFFECT IN EDUCATION” project covers the training of teachers of our school who are responsible for the education of our adolescent 10-14 age group students. Within the scope of our project, it includes the course activity of our school teachers and educators in separate mobility for 7 days each in the Czech Republic and Hungary, and the practice observations and experience sharing organized by the host institution. Within the scope of the mobilities, we contributed to the transition from teacher-centered and test-solving-oriented education to student-centered and application-weighted education method.