Literaturnachweis - Detailanzeige
| Autor/inn/en | Yavuzer, Yasemin; Dikici, Ayhan; Gundogdu, Rezzan |
|---|---|
| Titel | A Creative Drama Study in Turkey about Mevlana Philosophy |
| Quelle | In: Research in Drama Education, 13 (2008) 1, S.87-94 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1356-9783 |
| Schlagwörter | Drama; Muslims; Dramatics; Females; Ceremonies; Foreign Countries; Teacher Education; Creative Activities; Teachers; Workshops; Philosophy; Turkey |
| Abstract | In Turkey, creative drama has been incorporated into many fields; in particular, it has been used in training teachers. In learning how to use drama to teach different subjects, trainee teachers have always participated willingly in drama studies. Part of the reason for this is that Turkish people are familiar with drama activities through traditional children's games, rituals that have been performed across Anatolia and impromptu events in the traditional ceremonies. For example, while the women at henna nights ("Mendhi") apply henna to the bride's palm, a woman who disguises herself as a man pretends to be drunk and harasses the other women so as to generate a playful atmosphere. Generally during the activities that require female and male students to be close to or touch each other, there are not any difficulties because they have a culture where it is common to hold hands while performing folk dances at weddings and other similar events. That said, strict Muslim students are less comfortable with such activities and prefer not to join in. Generally there will be one or two such students in each group. (Contains 4 figures.) (Author). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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