FLE231 MODERN DRAMA I
| Course Code: | 4500231 |
| METU Credit (Theoretical-Laboratory hours/week): | 3 (3.00 - 0.00) |
| ECTS Credit: | 6.0 |
| Department: | Foreign Language Education |
| Language of Instruction: | English |
| Level of Study: | Undergraduate |
| Course Coordinator: | Lecturer MERVE GÜNDAY |
| Offered Semester: | Fall and Spring Semesters. |
Course Objectives
Course Content
This course makes a survey of the development of modern drama and studies major trends and theatrical movements of the nineteenth and twentieth centuries such as realism, naturalism, symbolism, expressionism, surrealism, and the absurd through close reading of representative selection of plays by Ibsen, Strindberg, Shaw, Pirandello, Brecht, ONeill, Ionesco, Pinter, Stoppard and others. In this course, students will examine changes in the social and political role of drama, identify the influences that formed modern drama, read and evaluate samples of plays written in different periods and countries from the perspectives of content and dramatic form, apply critical thinking skills to analyse the connections among them and study how each play responds to the historical and cultural context in which it was written.
Course Learning Outcomes
Program Outcomes Matrix
| Level of Contribution | |||||
| # | Program Outcomes | 0 | 1 | 2 | 3 |
| 1 | Make appropriate pedagogical decisions in accordance with their particular English teaching context (i.e. Age, setting, location, and learner background) based on a contemporary repertoire of language teaching approaches and methods. | ✔ | |||
| 2 | Critically analyze linguistic, literary, cultural, and historical issues when selecting, developing, and using course materials and assessment instruments. | ✔ | |||
| 3 | Based on their familiarity with educational sciences, literature, and linguistics, establish cross-disciplinary connections and develop critical intellectual curiosity. | ✔ | |||
| 4 | Identify and generate solutions for specific language-related problems which learners of English may face at different proficiency levels. | ✔ | |||
| 5 | Individually and collaboratively design, conduct, and report small-scale educational research projects by employing relevant research methods in the investigation of language with teachers from local, national or international contexts. | ✔ | |||
| 6 | Demonstrate awareness of individual, (multi) cultural, and psycho-social diversity in learning environments and adapt to different local contexts. | ✔ | |||
| 7 | Analyze and address professional challenges based on an awareness of global systems and comparisons of educational systems. | ✔ | |||
| 8 | Fluently and accurately use all receptive and productive English language skills at an advanced level for effective daily and academic communication. | ✔ | |||
| 9 | Effectively translate a diverse set of English and Turkish discourses considering context-specific elements. | ✔ | |||
| 10 | Utilize experiences of learning a foreign language other than English for developing an awareness of language learning processes. | ✔ | |||
| 11 | With self-confidence, effectively communicate with students and other stakeholders in educational settings. | ✔ | |||
| 12 | Engage in reflective teaching, self-evaluation, and ongoing professional development. | ✔ | |||
| 13 | Select and utilize appropriate instructional technologies and information literacy skills to increase the effectiveness of foreign language teaching. | ✔ | |||
| 14 | Promote creativity, understanding, cooperation, and equity to establish a positive classroom environment. | ✔ | |||
| 15 | Develop a critical and multicultural perspective to language and language-related issues emerging from global English contexts. | ✔ | |||
0: No Contribution 1: Little Contribution 2: Partial Contribution 3: Full Contribution