Evaluation of drama circula in fifth and sixth grade

The purpose of this study is to observe differences in teaching-learning and assessment-evaluation processes and effects of these differences on the curricular attainment levels in middle schools and present thoughts of teachers and students on the application of the program. The population of the study is comprised of school directors, teachers and students of middle schools which have drama classes in Istanbul throughout the 2013-2014 academic year. The sample of the study is comprised of school directors, drama teachers and fifteen students who took drama classes of the three schools which were randomly picked among the schools which have drama lessons. Holistic multiple case design was used in this study. Observation forms and semi-structured interviews were utilized during data collection. Drama lessons of the teachers selected for the sample were observed for six weeks according to the articles of observation form and notes were taken. Besides, interview form was applied to school directors, teachers and students who were selected for the sample. Qualitative data was analyzed through content analysis and drama program was evaluated using summative evaluation. The data gathered shows that the classrooms were not cleared of objects preventing movement and not spacious enough for drama classes. Directors and teachers had no drama education. The teachers were not capable of laying out a drama plan. Drama classes usually consisted of students, memorizing texts and acting accordingly. It was observed that the acting participants were enthusiastic but the spectators were bored most of the time. The teachers stated that they cannot analyze the curriculum because they were not qualified for it. Directors and teachers pointed out that experts should hold the sessions. The teachers have expressed that they were in need of teaching manuals. Directors, teachers and students have all expressed that drama classes improved the students' skills like self-confidence, expressing themselves, using one's gestures and facial expressions, diction and creativity. The metaphoric perception about drama gathered around the themes, life, theater, improvisation for the directors, life, theater, games for the teachers and life, theater, imagination, role playing and self-expression for the students. Key Words, Creative drama, program evaluation.