Using by Jacques Lecoq's pedagogy in creative drama studies

The aim of this research is to examine and compare using the clown technique by Jacques Lecoq's Pedagogy approach in creative drama studies. In this regard, the common ground between these two concepts is investigated and determined. As a result of the effects of the conditions and obligations created by the pandemic period, the implementation part, which is one of the data collection tools, was abandoned in order to conduct the research in a healthy way. Due to, the research was structured as the basic interpretative qualitative research, one of the qualitative research designs, and the document analysis technique was used as the data collection tool. Therefore, the dataset of this research is composed of the data collected from the relevant documents. In this context, within the scope of this research 15 different documents relating to creative drama as well as 13 different documents regarding the Lecoq Pedagogy field are examined. These documents are analyzed through descriptive and interpretive approaches. Having analyzed the documents, the themes upon which the relationship between the two disciplines is constructed are determined. Collected data are organized considering these themes and then interpreted and described accordingly. The results indicate that clown technique in Lecoq Pedagogy, the clownative exercises performed among the various forms of laugh at the point of approaches aimed in the development of the individual; with its acquisitions such as overcoming shyness, self-confidence, self-laughing, knowing/transcending the boundary of the self, versatile communication, spontaneity it is thought to contribute to the field such as improvisation, role play and pantomime in creative drama studies.