Educational elements in cinema adaptations of Halide Edip Adivar's novels

It has been seen many times in the history of cinema that cinema has benefited from literature. Both the shortage of scripts and the novels that are of interest to the reader will be successful on the big screen. It began to adapt the novel to the cinema in Turkey and spread of the dates on which the film adaptation known as in 1950 and beyond. Movies, like novels, appeal to a significant audience. At this point, the most important problem of the adaptations has been the adaptation of the work adapted to the cinema since the first day, how much it depends on its original literary value or how much it depends on the message the author wants to give to the reader. Novels are very rich in terms of language and expression according to cinema, and there are no time or page restrictions. Cinema, on the other hand, overcomes literature with the visuality it presents, but has a problem of duration. Therefore, at this point, because the cinema cannot give all the elements in the novel, adaptations are missing from the novel at some points. The main issue in the adaptations is the extent and depth of the ideas, events and thoughts that the author wants to tell in the novel and emphasized. As it is known, Halide Edip Adıvar took an active part in the National Struggle period. At the same time, Halide Edip Adıvar's life in various periods of teachers, academics, inspector, has worked as a writer and has been constantly intertwined with education until the end of his life. In Halide Edip Adıvar's works, reflections of the personality of educator as well as the spirit of National Struggle can be seen effectively. In this study, the educational elements of Halide Edip Adıvar 's novels in film adaptations are examined in detail. In this study, educational elements of cinema adaptations of Halide Edip Adıvar 's novels; characters, events, conflicts, perspectives are examined through all dimensions. In the research, document analysis method which is one of the qualitative research techniques was used. The sample of the research consists of Halide Edip Adıvar's Sinekli Bakkal, Vurun Kahpeye, Ateşten Gömlek, Döner Ayna and Yol Palas Cinayeti. First, novels were read and then the characters, elements and differences between the novel and the film were analyzed. Although Halide Edip Adıvar uses his preference in favor of high-educated, language-teaching schools, education can be lifelong and in any environment. From this point of view, the educational elements of Halide Edip Adıvar's novels are analyzed and the film adaptations are analyzed. It was determined by the researcher how these characters were analyzed in the film adaptation and whether the author gave the message he wanted to give. There are some differences between Halide Edip Adıvar's novels and cinema adaptations. It was found that the childhood of the main characters of the novels Vurun Kahpeye and Ateşten Gömlek could not be transferred to the film at the depth of the novel. In the Sinekli Bakkal novel, it is seen that the lack of solid religious education that Rabia character received during her childhood is not reflected in the film and this constitutes a deficiency in terms of film. In the film adaptation of Vurun Kahpeye, it is seen that Aliye character came to town as a teacher in the first scene. The fact that the education received by Aliye character in Darulmuallimat was not reflected in the film was concluded to be a deficiency in terms of film. It was found that the characters and events in the novel Ateşten Gömlek were handled well in the film and that there was no obvious difference, that some of the characters in the Döner Ayna novel were never reflected in the film, some of the characters were changed and their names were not mentioned in the past. Therefore, it is concluded that there are big differences and deficiencies in the film adaptation of the novel Döner Ayna. It was seen that the characters and events in the novel Yol Palas Cinayeti were successfully transferred to the film.