Drama sessions structured in three stages: warm-up, impersonation, and assessment¶

Design · All designs
Evidence · 2 claims (2 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The article describes drama activities as organized in a recurring three-stage session structure. In the warm-up stage students do physical and rhythm activities to get ready to express themselves and socialize; in the impersonation stage the selected activity is performed; in the assessment stage students reflect on their feelings to build awareness and empathy. The study's 8-week test-group program followed these stages meticulously.

Design Implications¶

Context¶

Requirements¶

Participants, a setting where players can comfortably express themselves, a subject/content, and a drama leader who provides continuity for the process

Constraints¶

The leader should avoid going too far with the games and tiring the participants unnecessarily

Target Learners¶

7th-grade students in Turkish language courses

Learning Goals¶

Turkish verbal skills
speech anxiety reduction
communication skills

Claims¶

Examples¶

-

Key Sources¶

Mehmet Nuri Kardaş & Raşit Koç. (2017). Effect of Drama Instruction Method on Students' Turkish Verbal Skills and Speech Anxiety. International Journal of Progressive Education, 13(1). https://www.inased.org

Page metadata

Field	Value
`type`	`design`
`id`	`drama-three-stage-session-structure`
`title`	`Drama sessions structured in three stages: warm-up, impersonation, and assessment`
`description`	`The article describes drama activities as organized in a recurring three-stage session structure.`
`status`	`review`
`generated`	by `process:settle-candidates` on `2026-11-01`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `mehmet-nuri-kardaş-raşit-koç-2017`

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