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Year 2013, Volume: 28 Issue: 28-2, 206 - 220, 01.06.2013

Aysun Gündoğan Meziyet Arı Mübeccel Gönen

Abstract

Imagination is necessary for creative ideas to emerge. The creative imagination can be developed by suitable education programs especially by drama programs with suitable activities. This article presents findings on whether the effect of drama on the creative imagination of children in different age groups differentiate or not. The experiment group of this research is comprised of 60 children (30 from the age group of 10, 30 from the age group of 13) from a regular primary school and the control group is comprised of 60 children (30 from the age group of 10, 30 from the age group of 13) from another primary school both with the equal socio-economic background in order to avoid children effect each other. The drama program was implemented to the experiment group of both age groups separately as 48 hours in a week. However, this program was not implemented to the control group. The Kujawski Creative Imagination Test was used as the measurement instrument. For analysis of the data, the independent samples t test and paired samples t test were utilized. From the results of the creative imagination test applied before and after the drama, it was shown that a drama program has a positive effect on development of the creative imagination of children. When the effects of drama in different age groups is examined, the prepared drama program is more effective on 10 year old children than 13 year old children.

Keywords

Creative Imagination Drama Different Age Groups

References

  • Anderson, M. and Donelan, K. (2009). Drama in schools: Meeting the research challenges of the twenty-first century. Research in Drama Education: The Journal of Applied Theatre and Performance, 14, 2, 165-171.
  • Baer, J. and Kaufman, J. C. (2008). Gender differences in creativity. The Journal of Creative Behaviour, 42, 2, 75
  • Beetlestone, F. (1998). Creative children,imaginative teaching. Buckingham: Open University Press.
  • Brown, V. and Pleydell, S. (1999). The dramatic difference: Drama in the preschool and kindergarten classroom. Portsmouth, NH: Heinemann.
  • Budak, S. (2000). Psikoloji sözlüğü [Dictionary of Psychology]. Ankara: Bilim ve Sanat Yayınları.
  • Chodorow, J. (2000). Marian chace annual lecture: The moving imagination. American Journal of Dance Therapy, 22, 1, 5Cohen, D. and MacKeith, S. A. (1991). The development of imagination: The private worlds of childhood. London: Routledge.
  • Coleridge, S. T. (2007). Biographia literaria. Middlesex: The Echo Library.
  • Courtney, R. (1968). Play, drama&thought: The intellectual background to dramatic education. London: Cassell.
  • Courtney, R. (1990). Drama and intelligence: A cognitive theory. Montreal, OC, Canada: McGill-Queen’s University Press.
  • Cremin, M. (1998). Identifying some imaginative processes in the drama work of primary school children as they use three different kinds of drama structures for learning. Research in Drama Education: The Journal of Applied Theatre and Performance, 3, 2, 211-224.
  • Cropley, A. J. (2001). Creativity in education&learning: A guide for teachers and educators. London, Sterling: Kogan Page Limited; Stylus Publishing.
  • DeMoss, K., Milich, R. and DeMers, S. (1993). Gender, creativity, depression, and attributional style in adolescents with high academic ability. Journal of Abnormal Child Psychology, 21, 4, 455-467.
  • Feldman, D. H. (1999). The development of creativity. R. J. Sternberg (Editor). Handbook of Creativity (p. 169-186). Cambridge: Cambridge University Press.
  • Fernyhough, C., Bland, K., Meins, E. and Coltheart, M. (2007). Imaginary companions and young children’s responses to ambiguous auditory stimuli: Implications for typical and atypical development. Journal of Child Psychology and Psychiatry, 48, 11, 1094-1101.
  • Gallas, K. (2003). Imagination and literacy: A teacher’s search for the heart of learning. New York: Teachers College Press.
  • Gardner, H. (1982). Developmental psychology: An introduction (2. edition). Boston: Little, Brown and Company.
  • Gleason, T. R., Jarudi, R. N. and Cheek, J. M. (2003). Imagination, personality, and imaginary companions. Social Behavior and Personality: An International Journal, 31, 7, 721-737.
  • Gündoğan, A. (2011). Yaratıcı hayal gücü testinin Türk çocuklarına uyarlanması ve dramanın farklı yaş gruplarındaki çocukların (10-13) yaratıcı hayal güçleri üzerindeki etkisi [ Adaptation of the test of creative imagination to Turkish children and the effect of drama on creative imagination of children in different age groups]. Unpublished Doctorate Thesis. Ankara: Hacettepe University.
  • Hoff, E. V. (2005). Imaginary companions, creativity, and self-image in middle childhood. Creativity Research Journal, 17, 2&3, 167-180.
  • Hu, W. (2002). A scientific creativity test for secondary school students. International Journal of Science Education, 24, 4, 389-403.
  • Hui, A. and Lau, S. (2006). Drama education: A touch of the creative mind and communicative-expressive ability of elementary school children in Hong Kong. Thinking Skills and Creativity, 1, 34-40.
  • Isbell, R. T. and Raines, S. C. (2003). Creativity and the arts with young children. Clifton Park, NY: Thomson/Delmar Learning.
  • Karakelle, S. (2009). Enhancing fluent and flexible thinking through the creative drama process. Thinking Skills and Creativity, 4, 124-129.
  • Karwowski, M. and Soszynski, M. (2008). How to develop creative imagination? Assumptions, aims and effectiveness of role play training in creativity. Thinking Skills and Creativity, 3, 163-171.
  • Kershner, J. R. and Ledger, G. (1985). Effect of sex, intelligence and style of thinking on creativity: A comparison of gifted and average IQ children. Journal of Personality and Social Psychology, 48, 4, 1033-1040.
  • Küçüksille, E. (2009). Parametrik hipotez testleri. ġ. Kalaycı (Editor). SPSS Uygulamalı Çok Değişkenli İstatistik Teknikleri [SPSS Applied Multivariable Statistical Methods] (p.73-82) . Ankara: Asil Yayın Dağıtım Ltd. ġti. Lin, Y. (2010). Drama and possibility thinking-Taiwanese pupils’ perspectives regarding creative pedagogy in drama. Thinking Skills and Creativity,5, 3, 108-119.
  • Maccoby, E. E. and Jacklin, C. N. (1974). The psychology of sex differences. Stanford, California: Stanford University Press.
  • Mages, W. K. (2006). Drama and imagination: a cognitive theory of drama’s effect on narrative comprehension and narrative production. Research in Drama Education, 11, 3, 329-340.
  • Maker, C. J., Jo, S. and Muammar, O. M. (2008). Development of creativity: The influence of varying levels of implementation of the discover curriculum model, a non-traditional pedagogical approach. Learning and Individual Differences, 18, 402-417.
  • McCaslin, N. (2006). Creative drama in the classroom and beyond. Boston: Pearson Education.
  • McKellar, P. (1957). Imagination and thinking: A psychological analysis. New York: Basic Books.
  • Milgram, R. M., Milgram, N. A., Rosenbloom, G. and Rabkin, L. (1978). Quantity and quality of creative thinking in children and adolescents. Child Development, 49, 2, 385-388.
  • Munro, T. (1956). Art education, its philosophy and psychology; selected essays. New York: The Liberal Arts Press. Nadari, H., Abdullah, R., Tengku Aizan, H., Sharir, J. and Mallan, V. K. (2009). Gender differences in creative perceptions of undergraduate students. Journal of Applied Sciences, 9, 1, 167-172.
  • Pearson, D., Rouse, H., Doswell, S., Ainsworth, C., Dawson, O., Simms, K. et al. (2001). Prevalence of imaginary companions in a normal child population. Child: Care, Health and Development, 27, 1, 13-22.
  • Pinciotti, P. (1993). Creative drama and young children: The dramatic learning connection. Arts Education Policy Review, 94, 6.
  • Rockett, S. and McClure, S. (1996). Renkli bilgiler kitaplığı: Ünlü yerler [The Library of Colorful Information: Famous Locations] (H. Saraç, Trans.). İstanbul: ABC Kitabevi.
  • Root-Bernstein, M. and Root-Bernstein, R. (2006). Imaginary worldplay in childhood and maturity and its impact on adult creativity. Creativity Research Journal, 18, 4, 405-425.
  • Rudowicz, E., Lok, D. and Kitto, J. (1995). Use of the Torrance tests of creative thinking in an exploratory study of creativity in Hong Kong primary school children: A cross-cultural comparison. International Journal of Psychology, 30, 4, 417-430.
  • Rugg, H. (1963). Imagination. New York: Harper&Row Publishers.
  • Sak, U. and Maker, C. J. (2006). Developmental variation in children’s creative mathematical thinking as a function of schooling, age, and knowledge. Creative Research Journal, 18, 3, 279-291.
  • Smith, G. and Carlsson, I. (1985). Creativity in middle and late school years. International Journal of Behavioral Development, 8, 3, 329-343.
  • Stephens, K. R., Karnes, F. A., and Whorton, J. (2001). Gender differences in creativity among American Indian third and fourth grade students. Journal of American Indian Education, 40, 1.
  • Sutton-Smith, B. (1988). In search of the imagination. K. Egan ve D. Nadaner (Editors). Imagination and Education (p. 3-29). New York: Teachers College Press.
  • Taylor, P. (2000). Drama classroom: Action, reflection, transformation. London: Falmer Press.
  • Taylor, M., Carlson, S. M., Maring, B. L., Gerow L. and Charley C. M. (2004). The characteristics and correlates of fantasy in school-age children: Imaginary companions, impersonation, and social understanding. Developmental Psychology, 40, 6, 1173-1187.
  • Torrance, E. P. (1967). Understanding the Fourth Grade Slump in Creative Thinking (Report No: BR-5-0508; CRP994). Washington, DC: U. S. Office of Education (ERIC No: ED018273).
  • Urban, K. K. (2005). Assessing creativity: The test for creative thinking-drawing production (TCT-DP). International Education Journal, 6, 2, 272-280.
  • Vygotsky, L. S. (2004). Imagination and creativity in childhood. Journal of Russian and East European Psychology (M. E. Sharpe Inc., Trans.), 42, 1, 7-97.
  • Wilner, E. (1975). Gathering the winds: Visionary imagination and radical transformation of self and society. Baltimore: The Johns Hopkins University Press.
  • Wolfradt, U. and Pretz, J. E. (2001). Individual differences in creativity: personality, story writing, and hobbies. European Journal of Personality, 15, 297-310.
  • Wu, W. (2010). Development trend study of divergent thinking among students from primary to middle school. International Journal of Psychological Studies, 2, 1, 122-127.

The Effect of Drama on the Creative Imagination of Children in Different Age Groups

Year 2013, Volume: 28 Issue: 28-2, 206 - 220, 01.06.2013

Aysun Gündoğan Meziyet Arı Mübeccel Gönen

Abstract

Hayal gücü, yaratıcı fikirlerin ortaya çıkması için gereklidir. Uygun eğitim programları, özellikle de uygun etkinliklerin yer aldığı drama programları aracılığıyla yaratıcı hayal gücü geliştirilebilir. Bu makale, farklı yaş gruplarındaki çocukların yaratıcı hayal güçleri üzerinde dramanın etkisinin farklılaşıp farklılaşmadığını ortaya koymaktadır. Bu araştırmanın deney grubunu bir ilköğretim okulundan 60 çocuk (10 yaş grubundan 30, 13 yaş grubundan 30) oluştururken, kontrol grubunu çocukların birbirinden etkilenmemeleri için sosyo-ekonomik olarak eş düşünülen başka bir ilköğretim okulundan 60 çocuk (10 yaş grubundan 30, 13 yaş grubundan 30) oluşturmaktadır. Drama programı, her iki yaş grubundaki deney grubuna ayrı ayrı haftada dört saat toplam 48 saat uygulanmış, kontrol grubuna uygulanmamıştır. Ölçme aracı olarak Kujawski Yaratıcı Hayal Gücü Testi kullanılmıştır. Verilerin analizinde bağımsız örneklemli t testi ve eşleştirilmiş gruplar için t testi kullanılmıştır. Drama öncesi ve sonrası uygulanan yaratıcı hayal gücü test sonuçlarına göre, drama programının çocukların yaratıcı hayal güçlerinin gelişiminde olumlu bir etkisi vardır. Dramanın farklı yaş gruplarına göre etkisi incelendiğinde, hazırlanan drama programı 13 yaş çocuklarına göre 10 yaş çocuklarında daha fazla etkilidir.

Keywords

Yaratıcı Hayal Gücü Drama Farklı Yaş Grupları

References

  • Anderson, M. and Donelan, K. (2009). Drama in schools: Meeting the research challenges of the twenty-first century. Research in Drama Education: The Journal of Applied Theatre and Performance, 14, 2, 165-171.
  • Baer, J. and Kaufman, J. C. (2008). Gender differences in creativity. The Journal of Creative Behaviour, 42, 2, 75
  • Beetlestone, F. (1998). Creative children,imaginative teaching. Buckingham: Open University Press.
  • Brown, V. and Pleydell, S. (1999). The dramatic difference: Drama in the preschool and kindergarten classroom. Portsmouth, NH: Heinemann.
  • Budak, S. (2000). Psikoloji sözlüğü [Dictionary of Psychology]. Ankara: Bilim ve Sanat Yayınları.
  • Chodorow, J. (2000). Marian chace annual lecture: The moving imagination. American Journal of Dance Therapy, 22, 1, 5Cohen, D. and MacKeith, S. A. (1991). The development of imagination: The private worlds of childhood. London: Routledge.
  • Coleridge, S. T. (2007). Biographia literaria. Middlesex: The Echo Library.
  • Courtney, R. (1968). Play, drama&thought: The intellectual background to dramatic education. London: Cassell.
  • Courtney, R. (1990). Drama and intelligence: A cognitive theory. Montreal, OC, Canada: McGill-Queen’s University Press.
  • Cremin, M. (1998). Identifying some imaginative processes in the drama work of primary school children as they use three different kinds of drama structures for learning. Research in Drama Education: The Journal of Applied Theatre and Performance, 3, 2, 211-224.
  • Cropley, A. J. (2001). Creativity in education&learning: A guide for teachers and educators. London, Sterling: Kogan Page Limited; Stylus Publishing.
  • DeMoss, K., Milich, R. and DeMers, S. (1993). Gender, creativity, depression, and attributional style in adolescents with high academic ability. Journal of Abnormal Child Psychology, 21, 4, 455-467.
  • Feldman, D. H. (1999). The development of creativity. R. J. Sternberg (Editor). Handbook of Creativity (p. 169-186). Cambridge: Cambridge University Press.
  • Fernyhough, C., Bland, K., Meins, E. and Coltheart, M. (2007). Imaginary companions and young children’s responses to ambiguous auditory stimuli: Implications for typical and atypical development. Journal of Child Psychology and Psychiatry, 48, 11, 1094-1101.
  • Gallas, K. (2003). Imagination and literacy: A teacher’s search for the heart of learning. New York: Teachers College Press.
  • Gardner, H. (1982). Developmental psychology: An introduction (2. edition). Boston: Little, Brown and Company.
  • Gleason, T. R., Jarudi, R. N. and Cheek, J. M. (2003). Imagination, personality, and imaginary companions. Social Behavior and Personality: An International Journal, 31, 7, 721-737.
  • Gündoğan, A. (2011). Yaratıcı hayal gücü testinin Türk çocuklarına uyarlanması ve dramanın farklı yaş gruplarındaki çocukların (10-13) yaratıcı hayal güçleri üzerindeki etkisi [ Adaptation of the test of creative imagination to Turkish children and the effect of drama on creative imagination of children in different age groups]. Unpublished Doctorate Thesis. Ankara: Hacettepe University.
  • Hoff, E. V. (2005). Imaginary companions, creativity, and self-image in middle childhood. Creativity Research Journal, 17, 2&3, 167-180.
  • Hu, W. (2002). A scientific creativity test for secondary school students. International Journal of Science Education, 24, 4, 389-403.
  • Hui, A. and Lau, S. (2006). Drama education: A touch of the creative mind and communicative-expressive ability of elementary school children in Hong Kong. Thinking Skills and Creativity, 1, 34-40.
  • Isbell, R. T. and Raines, S. C. (2003). Creativity and the arts with young children. Clifton Park, NY: Thomson/Delmar Learning.
  • Karakelle, S. (2009). Enhancing fluent and flexible thinking through the creative drama process. Thinking Skills and Creativity, 4, 124-129.
  • Karwowski, M. and Soszynski, M. (2008). How to develop creative imagination? Assumptions, aims and effectiveness of role play training in creativity. Thinking Skills and Creativity, 3, 163-171.
  • Kershner, J. R. and Ledger, G. (1985). Effect of sex, intelligence and style of thinking on creativity: A comparison of gifted and average IQ children. Journal of Personality and Social Psychology, 48, 4, 1033-1040.
  • Küçüksille, E. (2009). Parametrik hipotez testleri. ġ. Kalaycı (Editor). SPSS Uygulamalı Çok Değişkenli İstatistik Teknikleri [SPSS Applied Multivariable Statistical Methods] (p.73-82) . Ankara: Asil Yayın Dağıtım Ltd. ġti. Lin, Y. (2010). Drama and possibility thinking-Taiwanese pupils’ perspectives regarding creative pedagogy in drama. Thinking Skills and Creativity,5, 3, 108-119.
  • Maccoby, E. E. and Jacklin, C. N. (1974). The psychology of sex differences. Stanford, California: Stanford University Press.
  • Mages, W. K. (2006). Drama and imagination: a cognitive theory of drama’s effect on narrative comprehension and narrative production. Research in Drama Education, 11, 3, 329-340.
  • Maker, C. J., Jo, S. and Muammar, O. M. (2008). Development of creativity: The influence of varying levels of implementation of the discover curriculum model, a non-traditional pedagogical approach. Learning and Individual Differences, 18, 402-417.
  • McCaslin, N. (2006). Creative drama in the classroom and beyond. Boston: Pearson Education.
  • McKellar, P. (1957). Imagination and thinking: A psychological analysis. New York: Basic Books.
  • Milgram, R. M., Milgram, N. A., Rosenbloom, G. and Rabkin, L. (1978). Quantity and quality of creative thinking in children and adolescents. Child Development, 49, 2, 385-388.
  • Munro, T. (1956). Art education, its philosophy and psychology; selected essays. New York: The Liberal Arts Press. Nadari, H., Abdullah, R., Tengku Aizan, H., Sharir, J. and Mallan, V. K. (2009). Gender differences in creative perceptions of undergraduate students. Journal of Applied Sciences, 9, 1, 167-172.
  • Pearson, D., Rouse, H., Doswell, S., Ainsworth, C., Dawson, O., Simms, K. et al. (2001). Prevalence of imaginary companions in a normal child population. Child: Care, Health and Development, 27, 1, 13-22.
  • Pinciotti, P. (1993). Creative drama and young children: The dramatic learning connection. Arts Education Policy Review, 94, 6.
  • Rockett, S. and McClure, S. (1996). Renkli bilgiler kitaplığı: Ünlü yerler [The Library of Colorful Information: Famous Locations] (H. Saraç, Trans.). İstanbul: ABC Kitabevi.
  • Root-Bernstein, M. and Root-Bernstein, R. (2006). Imaginary worldplay in childhood and maturity and its impact on adult creativity. Creativity Research Journal, 18, 4, 405-425.
  • Rudowicz, E., Lok, D. and Kitto, J. (1995). Use of the Torrance tests of creative thinking in an exploratory study of creativity in Hong Kong primary school children: A cross-cultural comparison. International Journal of Psychology, 30, 4, 417-430.
  • Rugg, H. (1963). Imagination. New York: Harper&Row Publishers.
  • Sak, U. and Maker, C. J. (2006). Developmental variation in children’s creative mathematical thinking as a function of schooling, age, and knowledge. Creative Research Journal, 18, 3, 279-291.
  • Smith, G. and Carlsson, I. (1985). Creativity in middle and late school years. International Journal of Behavioral Development, 8, 3, 329-343.
  • Stephens, K. R., Karnes, F. A., and Whorton, J. (2001). Gender differences in creativity among American Indian third and fourth grade students. Journal of American Indian Education, 40, 1.
  • Sutton-Smith, B. (1988). In search of the imagination. K. Egan ve D. Nadaner (Editors). Imagination and Education (p. 3-29). New York: Teachers College Press.
  • Taylor, P. (2000). Drama classroom: Action, reflection, transformation. London: Falmer Press.
  • Taylor, M., Carlson, S. M., Maring, B. L., Gerow L. and Charley C. M. (2004). The characteristics and correlates of fantasy in school-age children: Imaginary companions, impersonation, and social understanding. Developmental Psychology, 40, 6, 1173-1187.
  • Torrance, E. P. (1967). Understanding the Fourth Grade Slump in Creative Thinking (Report No: BR-5-0508; CRP994). Washington, DC: U. S. Office of Education (ERIC No: ED018273).
  • Urban, K. K. (2005). Assessing creativity: The test for creative thinking-drawing production (TCT-DP). International Education Journal, 6, 2, 272-280.
  • Vygotsky, L. S. (2004). Imagination and creativity in childhood. Journal of Russian and East European Psychology (M. E. Sharpe Inc., Trans.), 42, 1, 7-97.
  • Wilner, E. (1975). Gathering the winds: Visionary imagination and radical transformation of self and society. Baltimore: The Johns Hopkins University Press.
  • Wolfradt, U. and Pretz, J. E. (2001). Individual differences in creativity: personality, story writing, and hobbies. European Journal of Personality, 15, 297-310.
  • Wu, W. (2010). Development trend study of divergent thinking among students from primary to middle school. International Journal of Psychological Studies, 2, 1, 122-127.
There are 51 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Aysun Gündoğan This is me

Meziyet Arı This is me

Mübeccel Gönen This is me

Publication Date June 1, 2013
Published in Issue Year 2013 Volume: 28 Issue: 28-2

Cite

APA Gündoğan, A., Arı, M., & Gönen, M. (2013). The Effect of Drama on the Creative Imagination of Children in Different Age Groups. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(28-2), 206-220.