The effect of drama teaching on the vocational attitudes and success of arts students

In this study, the effect of drama teaching method on the vocational attitudes and success of the students who are studying art education is researched.The sampling of this study which is patterned semi-emprically comprises of freshmen -which are studying on 2006-2007 academic year-, studying Fine Art Training at Dokuz Eylül University in İzmir and Adnan Menderes University in Aydın. A total of 52 students were used as 2 experiment and 2 control groups. The studies were finished on a 14 weeks period and one session per week basis in the context of Basic Design courses.4 scales developed by the researcher were used in data collection process;1- Personal Inquiry Form? Scale A2-Attitude Scale on Teaching Profession? Scale B3-Drama Activities Achievement Test? Scale C4-Basic Design Course Measured Grading Key ? Scale DIn analysing the data Descriptive Statistical Analysis (Average (X), Standard Deviation (SS), Correlation test, Frequency and Percentage Distribution, Chi-square independence test and the `t? test were used in SPSS software program.The findings of the study show that the drama teaching method increased the student success of Basic Design course positively and also developed the attitudes relative to teaching profession. It is also set out that there is a parallelism between the development of attitudes relative to teaching profession and the drama teaching method. The findings also run alongside with the tables and the graphics.At the conclusion chapter of the study the advices given below are proposed;In some of the freshmen studying in Fine Art Training Programs of Educational Faculties, the attitudes relative to the teaching profession may not be well developed. Via the improvement of the success in Basic Design through drama teaching method, the attitudes relative to teaching profession may be enhanced.The Basic Design course conducted with the drama teaching method, may be removed out of its stereotyped structure via the approaches inherent in drama. With this method, the student is presented with the option to express himself, and his communicative skills and the ability to emphasize are developed. Nevertheless, this can enable to give or develop different points of view by establishing firm relations with other disciplines of art.This method has positive effects on the training processes (in art educator training) of the education & training activities due to drama, for its emotional nature, enabling the students to begin the activity and to enjoy it. Concurrently, this method proves the fact that it is possible to be more competent in students? achievements (in the context of the general aims of the curriculum).