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    Analyzing Metaphorical Perceptions and Views of Pre-Service Pre-School Teachers Related to Orff Approach-Based Instruction
    (Cukurova Univ, 2021) Yucesan, Esra
    This study aims to identify pre-service pre-school teachers' metaphoric perceptions about a course process that was instructed based on Orff Approach and their views about its use in educational activities. The study group consisted of forty-three junior pre-service pre-school teachers studying in the Department of Preschool Education and attending the 'Music Education II' course. This research was designed as phenomenology research, as one of qualitative research methods. Content analysis technique was used to analyze the data. When the data obtained for the metaphors were analyzed, it appeared that 10 sub-categories emerged under a single theme as general characteristics of the Orff Approach. The sub-categories with the highest frequency of metaphors included 'useful, providing a multidimensional learning environment and relaxing'. When the data obtained through structured forms were analyzed, 14 subcategories existed under the main categories of contribution to psycho-motor development, contribution to cognitive development and contribution to social-emotional development regarding the use of Orff Approach in educational activities. The sub-categories with the highest frequency related to education and training were being entertaining, providing permanent learning and improving hand-eye coordination. Pre-service pre-school teachers' metaphoric perceptions about Orff Approach principles-based instruction support their views on the use of the Orff Approach in educational activities, and there is consistency between literature and research findings of this study.
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    Öğe
    Effects of music therapy, poetry therapy, and creative drama applications on self-esteem levels of college students
    (Taylor & Francis Inc, 2018) Yucesan, Esra; Sendurur, Yilmaz
    This study aims to analyze the effects of education structured to develop university students' self-esteem with treatments such as music therapy, poetry therapy, and creative drama on general self-esteem, social self-esteem, academic self-esteem, and parental self-esteem. Pre-test, post-test and retention-test control group experimental design was used. Nine group training sessions within the frame of the established achievement goals were conducted once a week. The Coopersmith Self-Esteem Inventory was used to investigate the data before and after therapy practices and for retention assessment. In data analysis, the numerical findings obtained from the quantitative data have been interpreted together with the findings obtained from the qualitative data. The results indicate that while at the first measure the percentages of the control and the experimental groups were similar, at the second and the third measures the percentages of the experimental group had a tendency to be higher than the percentages of the control group. It was detected that the findings acquired by the examined qualitative data also supported the results. It was detected that structured education which was reconstituted to develop self-esteem including music therapy, poetry therapy, and creative drama method treatments, had positive effects on the general self-esteem, social self-esteem, academic self-esteem and parental self-esteem levels of the college students.