Metaphors: The Elementary School Teacher Candidates Come Up with Relation to the Concept of “Drama”

doi:10.4236/ce.2013.47063

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Creative Education

2013. Vol.4, No.7, 440-445

Published Online July 2013 in SciRes (http://www.scirp.org/journal/ce) http://dx.doi.org/10.4236/ce.2013.47063

440

Metaphors: The Elementary School Teacher Candidates Come Up

with Relation to the Concept of “Drama”

Ayşe Mentiş Taş

Konya Necmettin Erbakan Üniversity, Meram Yeniyol/Konya, Turkey

Email: [email protected]

Received February 22nd, 2013; revised March 23rd, 2013; accepted April 1st, 2013

tribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the

original work is properly cited.

The purpose of this study is to uncover the perceptions of the elementary school teacher candidates who

have related to the concept of “drama” through metaphors. The study group consisted of 129 third-year

students taking the “Drama” course during the fall semester of the 2012-2013 academic year in the De-

partment of Elementary School Teaching of Necmettin Erbakan University’s Faculty of Education. 66 of

the teacher candidates, who participated in the study, were females and the 63 of them were males. The

data of the study was obtained by students completing the sentence of “Drama is like… because…”. To

do this, the teacher candidates were given a blank sheet of paper with the aforementioned sentence written

at the top of the paper and were asked to express their thoughts by using that statement and by concen-

trating on only one metaphor. During the analysis of the data, frequency, percentage calculations and

content analysis which is a qualitative method, were used. The process of analyzing and interpreting the

metaphors developed by the teacher candidates was carried in five phases: (1) naming stage, (2) screening

and clarifying phase, (3) compiling and category development phase, (4) proving the validity and reliabil-

ity phase, (5) transferring the data into the computer. According to the findings of the study, the teacher

candidates developed 30 valid metaphors related to the concept of “Drama”. These metaphors were then

grouped under five different conceptual categories after examining them in terms of common characteris-

tics.

Keywords: Drama; Metaphor; Elementary School Teacher; Teacher Candidate

Introduction

Today, education systems follow a student-centered approach

not a teacher-centered approach. Therefore, what is needed from

the students is for them to be individuals who are active and

confident and who know the ways to reach information, apply

the knowledge and skills they have learned, decide, take res-

ponsibilities, communicate, work collaboratively and learn-by-

doing. For students to gain these characteristics, student-cen-

tered methods should be used in classrooms. One of the stu-

dent-centered methods that forces the students to be active, al-

lows them to learn-by-doing and helps them to communicate

positively with others and socialize is drama.

Drama is action situations and improvisations that the par-

ticipants create based on their own creative inventions, original

thoughts, memories and knowledge without a prior written text

(San, 1999). Drama is a teaching method among contemporary

methods that is student-centered and that makes the learner ac-

tive and ensures permanent learning by learning-by-doing and

having fun (Maden, 2011).

Drama is the most significant model of learning and is a ba-

sic activity for learning. It is the way of helping children to

think about their individual or social problems. Children can

learn to explore issues, events and connections by means of

drama. In drama, children draw on their knowledge and ex-

perience of the real world in order to create a make believe

world (O’Neill & Lambert, 1989, cited in Üstündağ, 1997).

The general purpose of drama, which enables the children to

go back and forth between the real world and the fictional

world, is to have individuals who are creative in all areas, self-

sufficient, self-aware, articulate and communicative. With these

characteristics, drama provides significant contributions to the

child by supporting the child’s development and creativity (Bre-

wer, 2007).

The use of drama as a teaching method in elementary schools

can create personal and social development environments such

as working together, sharing and “self-realizations”. Drama

education is open to new ideas, individual decisions and op-

portunities for free choice. In that respect, drama helps the stu-

dents to look at the world from many perspectives and to live

their own feelings and emotions in a realistic environment

(Üstündağ, 1997).

Being done in every educational level and with people from

all ages, drama studies can be integrated with the modern edu-

cation system and can create teachers and students who have a

need and excitement to improve themselves by breaking the

boring structures of education (Okvuran, 1995).

Today, drama can be done starting from pre-school to post-

graduate in all levels of education. In elementary school, drama

is included in courses such as life studies, science, math, social

studies and music. However, for drama to be used in schools,

the teachers have to be knowledgeable about drama. For this

A. M. TAŞ

purpose, in Turkey some changes have been made in higher

education (Ormancı & Ören, 2010).

With the “Restructuring of Education Faculties” made by

CHE (The Council of Higher Education), “Drama in preschool”

and “Drama in Elementary School” courses were made compul-

sory in undergraduate programs of education faculties. This can

be regarded as an important point where Turkey came in re-

gards to academic level (Adıgüzel, 1999). After the new regula-

tions in higher education, elementary school teacher candidates

have been taking “Drama” course in their 3rd year (5th semes-

ter). After this development, there has been a lot of research

done on drama. Many of the research done in Turkey regarding

drama is about the effectiveness of drama as a method and the

drama application skills of the teachers (Gürol, 2003; Harun,

2005; Dalbudak, 2006; Yılmaz, 2006; Erdoğan, 2006; Akyol &

Hamamci, 2007; Kara & Çam, 2007; Yildirim, Sedef, & Can;

Özdemir & Çakmak, 2008; Dalbudak & Akyol, 2008; Yildirım,

2008; Karacil, 2009; Çelen & Vural, 2009; Ormanci & Ören,

2010; Dellal & Kara, 2010; Aykaç & Adıgüzel, 2011; Oğuz &

Altun, 2011).

There is not much research on drama and metaphorical

thinking. Metaphor is a perception tool (Arnett, 1999). What is

meant by the concept of metaphor is explaining a concept, a

phenomenon or an event with another concept, phenomenon or

event through an analogy (Oxford et al., 1998). Metaphors can

also be defined as “language of experiences” in terms of indi-

viduals giving meaning to their own personal experiences (Mil-

ler, 1987). In this context, this study tried to determine the me-

taphors elementary school teacher candidates’ put forward re-

lated to drama.

Purpose

The purpose of this study is to uncover the perceptions of the

elementary school teacher candidates have related to the con-

cept of “drama” through metaphors. Within this general pur-

pose, the answers for the following questions were sought:

1. Through which metaphors the elementary school teacher

candidates explain their perceptions related to the concept of

“drama”?

2. In which conceptual categories these metaphors can be

grouped under in terms of common characteristics?

Method

Study Group

This study was carried out within the framework of “content

analysis” model, which is a qualitative research approach. The

study group of the research consisted of 129 third-year students

taking the “Drama” course during the fall semester of the

2012-2013 academic year in the Department of Elementary

School Teaching of Necmettin Erbakan University’s Faculty of

Education. 66 of the teacher candidates, who voluntarily par-

ticipated in the study, were females and the 63 of them were

males.

Data Collection

For the purpose of determining the perceptions of teacher

candidates related to the concept of “drama”, each candidate

was asked to complete the sentence of “Drama is like… be-

cause…”. To do this, the teacher candidates were given a blank

sheet of paper with the aforementioned sentence written at the

top of the paper and were asked to express their thoughts by

using that statement and by concentrating on only one metaphor.

In studies that the metaphor is used as a research tool, the con-

cept of “like” is generally used to clearly show the link between

the metaphor’s subject and metaphor’s source (Saban, 2008). In

this study, by also including the concept of “because”, the tea-

cher candidates were asked to provide a justification and give a

logical basis for their metaphors. The answers given by the

teacher candidates were used as the main data source in this

study.

Data Analysis

During the analysis of the data, frequency, percentage calcu-

lations and content analysis which is a qualitative method, were

used. The process of analyzing and interpreting the metaphors

developed by the teacher candidates was carried out five phases

that were used by Saban (2008): (1) naming phase, (2) screen-

ing and clarifying phase, (3) compiling and category develop-

ment phase, (4) proving the validity and reliability phase, (5)

transferring the data into the computer phase.

Naming Phase: During this phase, a temporary list in alpha-

betical order was made by the metaphors created by the study

group and whether the teacher candidates expressed a specific

metaphor in their writings was examined. At this phase, the

metaphor used by each candidate was coded (ex: life, tree, sun,

mirror, pencil, etc.).

Screening and Clarifying Phase: During this phase, after re-

viewing the metaphors created by the teacher candidates, each

metaphor’s image (1) was analyzed in terms of metaphor’s sub-

ject (2), metaphor’s source (3) and the relationship between

metaphor’s subject and source. 15 teacher candidates’ papers

were excluded form the study for not giving metaphor exam-

ples, not giving justifications/reasons for their metaphors and

for their reasons not concurring with their metaphors.

Compiling and Category Development Phase: As a result of

examining teacher candidates’ papers, 30 valid metaphor im-

ages were retrieved. These metaphors were grouped under five

different categories based on their common characteristics.

Proving the Validity and Reliability Phase: Validity and re-

liability are the two most important criterion used to ensure the

credibility of a research’s results. In a qualitative study, report-

ing the collected data in detail and explaining how the resear-

cher reached the results are among the important criterion of

validity” (Yıldırım & Şimşek, 2005). In this study, to ensure the

validity of the data, the data analysis process was explained in

detail and all the metaphors representing the identified catego-

ries were included in the findings. For the reliability of the data,

two experts in the field of educational sciences were consulted.

They were asked to evaluate the likeliness of the identified ca-

tegories and the metaphor images grouped under these catego-

ries. Then, an agreement was achieved by comparing the analy-

sis of the experts. Determining the number of agreements and

number of disagreements in comparisons, the study’s reliability

was calculated by using Miles and Huberman formula (reliabil-

ity = agreement/agreement + disagreement). In the reliability

study specific to this research, 90% of agreement (reliability)

was obtained.

Transferring the Data into the Computer Phase: After de-

termining a total of 30 categories and creating the conceptual

categories of these metaphors, all the data was entered into the

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computer and f and % values were calculated by placing the

teacher candidates’ valid metaphors into categories.

Findings

In this section, frequency and percentage distribution infor-

mation related to teacher candidates’ metaphors about the con-

cept of drama and the distribution of these metaphors by cate-

gories is given.

Table 1 shows the first three metaphors created by teachers

candidates. These life, dream and mirror.

Table 2 shows teacher candidates created 30 metaphors re-

lated to the concept of drama. These metaphors were then

grouped under five categories after taking the logical reasons

suggested into consideration.

Table 3 shows four metaphors were created by a total of 23

students. In this category, mirror is the most created metaphor.

The following are examples of the teacher candidates’ reasons

using these metaphors.

Table 1.

Frequency and percentage distributions of teacher candidates’ meta-

phors related to the concept of drama.

Metaphor Nam e f % Metaphor

Name f %

Mirror 16 14 Orchestra 1 0.9

Paint Palette 2 1.7 Play Dough 5 4.4

Chameleon 2 1.7 Toy 1 0.9

Flower Garden 3 3.7 Teacher 1 0.9

Chocolate 1 0.9 Cake 2 1.7

Child 3 2.7 Window 2 1.7

Football 5 4.4 Piano 1 0.9

Night Lamp 1 0.9 Colors 4 3.5

Rainbow 2 1.7 Water 4 3.5

Sun 5 4.4 Sponge 1 0.9

Dream 19 16.4 Song 1 0.9

Pencil 3 2.7 Poem 1 0.9

Book 2 1.7 Television 1 0.9

Fruit Tree 2 1.7 Rain 1 0.9

School 1 0.9 Life 21 18.4

Total 114 100

Table 2.

Distribution of teacher candidates’ metaphors related to drama by cate-

gories.

Category Name f Created

Metaphor %

Reflection 4 13.3

Teaching and Informing 8 26.7

Entertaining 5 16.6

Collaboration 2 6.7

Expressing Different Roles and Feelings 11 36.7

Total 30 100

Table 3.

Reflection.

Metaphor Name f Students Representing

the Metaphor %

Mirror 16 14.03

Window 2 1.7

Water 4 3.5

Sponge 1 0.9

Total 23 20.13

Drama is like a mirror because mirror shows everything as it

is. Drama shows a person every aspect of themselves, too. (S.N.

45)

Drama is like a window because when we look out the win-

dow, we see the world. When we watch drama, we see the truth.

(S.N. 22)

Drama is like a sponge because it sucks the realities of the

world, in a way it, filters them and lets them go. (S.N. 37)

Drama is like water because water is transparent. Water

shows whatever you reflect on it. Drama shows the people as

they are, too. (S.N. 4)

Table 4 shows eight metaphors were created by 16 students.

In this category, sun is the most created metaphor. The follow-

ing are examples of the teacher candidates’ reasons using these

metaphors.

Drama is like a night lamp because people light up through

drama just like how a night lamp lightens up and shows the

way. (S.N. 55)

Drama is like the sun because sun gives light to its sur-

rounding, it lights up. Drama gives message to the people. It

gives information. It helps people to light up. (S.N. 63)

Drama is like a pencil because we write book, papers and

draw with pencil and this way we give out information. We give

message. Drama gives us a message, too. It helps us to learn.

(S.N. 84)

Drama is like a book because every book has a main idea

that it gives to the reader. Drama, also, gives a main idea to the

audience. (S.N. 88)

Drama is like a school because we get education in schools

and we learn in schools. By taking part in drama, we and the

others around us learn something. (S.N. 41)

Drama is like a teacher because a teacher educates his/her

students and informs them. Drama educates and informs us, too.

(S.N. 67)

Drama is alike a fruit tree because fruit is a vitamin store.

Vitamins make people healthier. Drama, also, makes people

more knowledgeable and cultured. (S.N. 98)

Drama is like the rain because rain falls down on the plants,

nurtures them and makes them grow. With the messages it gives,

drama nurtures them and helps them grow. (S.N. 106)

Table 5 shows five metaphors were created by eight students.

In this category, child is the most created metaphor. The fol-

lowing are examples of the teacher candidates’ reasons using

these metaphors.

Drama is like chocolate because while we take part in drama

or while we watch drama, we take the pleasure we take from

chocolate. We have fun. We become happy. (S.N. 13)

Drama is like a child because drama is natural and fun like a

child. Kids act naturally as it comes to them. They are at the

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A. M. TAŞ

Table 4.

Teaching and informing.

Metaphor Name f Students Representing the

Metaphor %

Night Lamp 1 0.9

Sun 5 4.4

Pencil 3 2.7

Book 2 1.7

School 1 0.9

Teacher 1 0.9

Fruit Tree 2 1.7

Rain 1 0.9

Total 16 14.1

Table 5.

Entertaining.

Metaphor Name f Students Representing the

Metaphor %

Chocolate 1 0.9

Child 3 2.7

Cake 2 1.7

Toy 1 0.9

Television 1 0.9

Total 8 7.1

same time very fun beings. Drama is natural and fun, too. (S.N.

27)

Drama is like a cake because eating cake is something fun

for me. I would be happy with the taste left in my mouth. While

I take part in drama, I have fun and I become happy. (S.N. 18)

Drama is like a toy because toys allow children to have fun

and makes them happy. Likewise, drama allows us to have fun

and makes us happy, too. (S.N. 5)

Drama is like television because television entertains us by

giving us a good time. While we take part in drama we have

dun and have a good time, too. (S.N. 34)

Table 6 shows two metaphors were created by six students.

In this category, football is the most created metaphor. The fol-

lowing are examples of the teacher candidates’ reasons using

these metaphors.

Drama is like football because in both of them there is col-

laboration and the pleasure to achieve. In both of them, the

play is natural. (S.N. 51)

Drama is like football because both of them have team work.

One is played in the field and the other is played on the stage.

The ones who play in drama act for the same purpose just like

the ones who play in football. (S.N. 8)

Drama is like an orchestra because the musicians in the or-

chestra collaborate to make music. They produce together. The

ones who participate in drama also perform by working to-

gether. (S.N. 39)

Table 7 shows 11 metaphors were created by 61 students. In

this category, life and dream are the most created metaphor.

The following are examples of the teacher candidates’ reasons

using these metaphors.

Table 6.

Collaboration.

Metaphor Namef Students Representing

the Metaphor %

Football 5 4.4

Orchestra 1 0.9

Total 6 5.3

Table 7.

Expressing different roles and feelings.

Metaphor Namef Students Representing the

Metaphor %

Paint Palette 2 1.7

Chameleon 2 1.7

Flower Garden 3 2.7

Rainbow 2 1.7

Dream 19 16.6

Play Dough 5 4.4

Piano 1 0.9

Colors 4 3.5

Song 1 0.9

Poem 1 0.9

Life 21 18.4

Total 61 53.4

Drama is like a paint palette because there are colors on the

palette. We add beauty into the picture when we use these col-

ors. We give meaning. The different roles performed in drama

let us see the details we can not see in life just like the different

colors on a palette. (S.N. 12)

Drama is like a chameleon because chameleon changes

color depending on its natural environment. It takes the color

of the environment it is in. In drama, people engage in different

roles and feelings depending on the subject. (S.N. 28)

Drama is like a flower garden because in a flower garden

there are all sorts of colorful flowers. In a garden, there are

tall, short and different colored flowers. There is a riot of col-

ors. In drama, there are people with different roles. (S.N. 100)

Drama is like a rainbow because rainbow is colorful. It has

all the colors of life. Drama is also colorful just like the rain-

bow. It has different roles and different faces. (S.N. 45)

Drama is like a dream because every person dreams. In their

dreams, they take on different roles and show different emo-

tions. In drama, people can take on different roles, too. They

can perform different characters. (S.N. 38)

Drama is like play dough because play dough takes the

shape of whatever you shape it into. Sometimes we can make a

smiling face and sometimes we can make a sad face. In drama,

we give shape to the roles we play just like giving shape to play

dough. (S.N. 52)

Drama is like a piano because piano brings out many differ-

ent songs. When someone plays the piano, it leaves a pleasant

sound in our ears. In drama, different roles and different emo-

tions in the performances leave a pleasant impression on us.

(S.N. 72)

A. M. TAŞ

Drama is like colors because each color has a different ap-

pearance and different beauty. In drama, each performance

and each role has a different beauty. (S.N. 78)

Drama is like a song because sometimes the songs make us

sad and sometimes they make us laugh. It is the same with

drama. Some roles in drama make us laugh and some roles

make us cry. (S.N. 69)

Drama is like a poem because when we reread a poem, we

get a different taste and different meaning. Drama is just the

same. When you rewatch it, we get different feelings and mea-

nings. (S.N. 39)

Drama is like life because in life there are feelings like love,

hate, longing, pain, sorrow, compassion and mercy. There are

many roles that give these feelings. In drama, there are also

many roles and there are many feelings that express these roles.

(S.N. 94)

Discussion and Result

According to the findings obtained from the content analysis,

the 30 metaphors created by the teacher candidates were group-

ed under the five categories of reflection, teaching and inform-

ing, entertaining, collaboration and expressing different roles

and feelings. Among these categories, the most created meta-

phors were from “expressing different roles and feelings” (f: 11,

36.5%) and “teaching and informing” (f: 8, 26.7%) categories.

These findings show that teacher candidates have very posi-

tive images towards the “drama” course. When the reasons the

candidates gave to the metaphors are taken into consideration, it

is seen that they emphasized the purposes and benefits of drama.

For example, the metaphors and the reasons given in the “ex-

pressing different roles and feelings” category point to approa-

ching events from different angles and even to empathizing.

Pinciotti Similarly, in their works Pinciotti (1993) and Anna-

rella (1992) stated that students’ ability to look at events from

different angles and empathize was developed through drama.

In addition, Sağlam (1997), expressed that the main purpose of

drama is for individuals to put themselves into other individu-

als’ shoes and seize the opportunity to get to know themselves

better. In drama, participants begin to think about people living

in different circumstances and how they behave in these differ-

ent circumstances by examining social events. They are able to

put forward different opinions. This leads the participants to

discord, discussion and solution.

According to the other findings in the study, the teacher can-

didates see drama as a tool to “teaching and informing”. When

the metaphors and the reasons given in this category are exam-

ined, it is seen that the teaching and informing aspect of drama

is being emphasized. Similarly, Kaf (2000), O’Neill & Lambert

(1995), San (1996), Adıgüzel (2006), maden (2011) and Oruç

& Altın (2008) all stated that drama is a method which contrib-

utes to the development of the individual in every aspect. Ac-

cording to the study findings, the other categories are reflection,

entertaining and collaboration. When the metaphors and the

reasons given in these categories are examined, it can say that

drama has entertaining, collaborative and reflective characteris-

tics for the students. In drama, participants understand a lot of

things related to themselves, their friends, their families and the

world they live in by creating, developing and reflecting (Full-

ford et al., 2001). Along the same lines, according to Köksal

(2003), drama contributes to the feelings of collaboration, soli-

darity and sharing in individuals. Also, according to Girgin

(1999) drama is one of the most successful group methods that

allows the participants to learn by living through interaction.

As a result, the findings of this study show that the meta-

phors created by the teacher candidates are effective tools to

explain the characteristics of drama.

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