The effect of drama on understanding artistic work in 6th grade students

This study aimed to foster socio-political awareness among ninth-grade students by employing a critical pedagogy approach. Conducted as a qualitative participatory action research project, it sought to encourage students to critically evaluate social issues. Fifteen students from a secondary school in Adana participated in the study. Data were collected through observations, semi-structured interviews, document analysis, and creative drama techniques. The research addressed topics such as "Income Inequality, War, Climate Crisis, and Violence" through the analysis of artistic works, supporting the participants' critical thinking processes. The data were analyzed using descriptive and content analysis methods. The findings demonstrated that when art education is conducted with a critical pedagogical approach, it can effectively enhance students' socio-political awareness. In particular, participants developed the ability to assess social events from a broader perspective, to understand concepts such as justice and equality more deeply, and to recognize social injustices in daily life. Throughout the study, the participants' critical thinking skills strengthened, and they made progress in questioning and developing awareness of social issues through artistic expression. This research shows that the integration of art education and critical pedagogy contributes not only to students' academic development but also to their growth in social consciousness. The results highlight that the widespread adoption of critical pedagogy in education can enable individuals to take a more active role in social change. Keywords: Critical Pedagogy, Art Education, Socio-Political Awareness, Participatory Action Research, Critical Thinking