Creative Drama Study about Intangible Cultural Heritage: Turkish Wedding Traditions
Author(s)
Elvan Yalçınkaya
Affiliation(s)
Department of Primary Education, Faculty of Education, Nigde University, Nigde, Turkey.
Department of Primary Education, Faculty of Education, Nigde University, Nigde, Turkey.
ABSTRACT
Education has an important role in protecting the intangible cultural heritage, which is an important part of cultural identity, and transferring it to the next generations. In the Protecting Intangible Cultural Heritage Agreement that is accepted by United Nations Educational, Scientific and Cultural Organization (UNESCO), it is indicated that it is necessary to arrange educational, sensibility increasing and informative programs that target the general of the society and especially the youth. In line with this target, there are some creative drama practices based on teaching with games about intangible cultural heritage with reference to wedding example. The themes of the creative drama practices have been designed before by the researcher and the drama workshop has been performed by primary school teacher candidates. In the essay, the practice example has been represented in a detailed way; the essay includes the studies of the teacher candidates and their opinions during and after the practices have been indicated in the essay. As a result of the study, it is put forth that the young are interested in wedding traditions. The teacher candidates think that intangible wedding traditions have to be kept alive and creative drama can be used as an effective way in the education of the intangible cultural education. In the frame of the results, it is planned to evaluate the practice results of creative drama activities about the heritage fields told in the Convention for the Safeguarding of the Intangible Cultural Heritage, which are: “oral traditions and expressions, performance arts, other social practices, rituals and feasts, practices and information about nature and universe, handicrafts tradition”.
Education has an important role in protecting the intangible cultural heritage, which is an important part of cultural identity, and transferring it to the next generations. In the Protecting Intangible Cultural Heritage Agreement that is accepted by United Nations Educational, Scientific and Cultural Organization (UNESCO), it is indicated that it is necessary to arrange educational, sensibility increasing and informative programs that target the general of the society and especially the youth. In line with this target, there are some creative drama practices based on teaching with games about intangible cultural heritage with reference to wedding example. The themes of the creative drama practices have been designed before by the researcher and the drama workshop has been performed by primary school teacher candidates. In the essay, the practice example has been represented in a detailed way; the essay includes the studies of the teacher candidates and their opinions during and after the practices have been indicated in the essay. As a result of the study, it is put forth that the young are interested in wedding traditions. The teacher candidates think that intangible wedding traditions have to be kept alive and creative drama can be used as an effective way in the education of the intangible cultural education. In the frame of the results, it is planned to evaluate the practice results of creative drama activities about the heritage fields told in the Convention for the Safeguarding of the Intangible Cultural Heritage, which are: “oral traditions and expressions, performance arts, other social practices, rituals and feasts, practices and information about nature and universe, handicrafts tradition”.
Cite this paper
Yalçınkaya, E. (2015) Creative Drama Study about Intangible Cultural Heritage: Turkish Wedding Traditions. Creative Education, 6, 22-31. doi: 10.4236/ce.2015.61002.
Yalçınkaya, E. (2015) Creative Drama Study about Intangible Cultural Heritage: Turkish Wedding Traditions. Creative Education, 6, 22-31. doi: 10.4236/ce.2015.61002.
References
[1] Adlgüzel, Ö. (2006). The Concept of Creative Drama, Components and Stages. YaratlclDrama, 1, 17-31. [2] Artun, E. (2004). Exhibition in the Museum of Village of Theatrical Cultural Heritage. Exhibition in the Museum of Intangible Cultural Heritage Symposium Booklet, 147-151. [3] Baldwin, P., & Fleming, K. (2003). Teaching Literacy through Drama Creative Approaches. Londra: Routledge Falmer. [4] Bendix, R. (2009). Heritage between Economy and Politics: An Assessment from the Perspective of Cultural Anthropology. In L. Smith, & N. Akagawa (Eds.), Intangible Heritage (pp. 253-269). Londra: Routledge Falmer,. [5] Ekici, M. (2004). Afterwards of a Symposium: Exhibiting the Intangible Cultural Heritage in a Museum. Milli Folklor, 61, 5-13. [6] UNESCO (2003). Convention for the Safeguarding of the Intangible Cultural Heritage. www.unesco.org/culture/ich/doc/src/00009-TR-PDF.pdf [7] Kara, Ö. T. (2010). The First Practitioners of Drama: Turkish Shamans. Turkish Studies, 5, 1180-1191.
http://www.turkishstudies.net/ [8] Kolaç, E. (2009). The Importance of Turkish Language Education in Protecting and Raising Awareness on Intangible Cultural Heritage. Milli Folklor, 82, 19-31. [9] Kutlu, M. (2009). The First Step at the Education of the Safeguarding of the Intangible Cultural Heritage: Folk Culture Course. Milli Folklor, 82, 13-18. [10] Landy, R. J. (1982). Handbook of Educational Drama and Theatre. Londra: Greenwood Press. [11] MEB (2005). 6th and 7th Grade Turkish Social Studies Curriculum.
http://ttkb.meb.gov.tr/program2.aspx/program2.aspx?islem=1&kno=39 [12] Öcal, O. (2008). UNESCO and Masterpieces of the Verbal and Intangible Heritage of Humanity. Milli Folklor, 78, 5-11. [13] Öcal, O. (2009). Intangible Cultural Heritage and the Diversity of Cultural Expression. Milli Folklor, 82, 6-12. [14] San, Î. (1990). Creative Drama in Education. Ankara Üniversitesi Egitim Bilimleri Fakültesi Dergisi, 23.
http://dergiler.ankara.edu.tr/dergiler/40/508/6181.pdf [15] Ulusoy, K. (2011). Coffee and Coffeehouse Culture in Turkish Society: A Verbal Culture and Social Environmental Education Study. Milli Folklor, 89, 159-169. [16] Üstündag, T. (2004). My Creative Drama Teacher’s Diary. Ankara: Pegem A. [17] Yavuzer, Y., Dikici, A., & Gündogdu, R. (2008). A Creative Drama Study in Turkey about Mevlana Philosophy. Research in Drama Education: The Journal of Applied Theatre and Performance, 13, 87-94.
http://dx.doi.org/10.1080/13569780701825419
[1] Adlgüzel, Ö. (2006). The Concept of Creative Drama, Components and Stages. YaratlclDrama, 1, 17-31. [2] Artun, E. (2004). Exhibition in the Museum of Village of Theatrical Cultural Heritage. Exhibition in the Museum of Intangible Cultural Heritage Symposium Booklet, 147-151. [3] Baldwin, P., & Fleming, K. (2003). Teaching Literacy through Drama Creative Approaches. Londra: Routledge Falmer. [4] Bendix, R. (2009). Heritage between Economy and Politics: An Assessment from the Perspective of Cultural Anthropology. In L. Smith, & N. Akagawa (Eds.), Intangible Heritage (pp. 253-269). Londra: Routledge Falmer,. [5] Ekici, M. (2004). Afterwards of a Symposium: Exhibiting the Intangible Cultural Heritage in a Museum. Milli Folklor, 61, 5-13. [6] UNESCO (2003). Convention for the Safeguarding of the Intangible Cultural Heritage. www.unesco.org/culture/ich/doc/src/00009-TR-PDF.pdf [7] Kara, Ö. T. (2010). The First Practitioners of Drama: Turkish Shamans. Turkish Studies, 5, 1180-1191.
http://www.turkishstudies.net/ [8] Kolaç, E. (2009). The Importance of Turkish Language Education in Protecting and Raising Awareness on Intangible Cultural Heritage. Milli Folklor, 82, 19-31. [9] Kutlu, M. (2009). The First Step at the Education of the Safeguarding of the Intangible Cultural Heritage: Folk Culture Course. Milli Folklor, 82, 13-18. [10] Landy, R. J. (1982). Handbook of Educational Drama and Theatre. Londra: Greenwood Press. [11] MEB (2005). 6th and 7th Grade Turkish Social Studies Curriculum.
http://ttkb.meb.gov.tr/program2.aspx/program2.aspx?islem=1&kno=39 [12] Öcal, O. (2008). UNESCO and Masterpieces of the Verbal and Intangible Heritage of Humanity. Milli Folklor, 78, 5-11. [13] Öcal, O. (2009). Intangible Cultural Heritage and the Diversity of Cultural Expression. Milli Folklor, 82, 6-12. [14] San, Î. (1990). Creative Drama in Education. Ankara Üniversitesi Egitim Bilimleri Fakültesi Dergisi, 23.
http://dergiler.ankara.edu.tr/dergiler/40/508/6181.pdf [15] Ulusoy, K. (2011). Coffee and Coffeehouse Culture in Turkish Society: A Verbal Culture and Social Environmental Education Study. Milli Folklor, 89, 159-169. [16] Üstündag, T. (2004). My Creative Drama Teacher’s Diary. Ankara: Pegem A. [17] Yavuzer, Y., Dikici, A., & Gündogdu, R. (2008). A Creative Drama Study in Turkey about Mevlana Philosophy. Research in Drama Education: The Journal of Applied Theatre and Performance, 13, 87-94.
http://dx.doi.org/10.1080/13569780701825419