EDUC07027 2017 Drama in Education: Theory - Planning - Practice

General Details

Full Title
Drama in Education: Theory - Planning - Practice
Transcript Title
Process Drama
Code
EDUC07027
Attendance
N/A %
Subject Area
EDUC - Education
Department
SOCS - Social Sciences
Level
07 - NFQ Level 7
Credit
05 - 05 Credits
Duration
Semester
Fee
Start Term
2017 - Full Academic Year 2017-18
End Term
9999 - The End of Time
Author(s)
Chris Sparks, Bernie Meehan, Suzanne Collery, Kate Brown
Programme Membership
SG_HENGL_H08 201700 Bachelor of Arts (Honours) in Humanities in Joint Major: English and Psychology SG_SOSCJOIN_H08 201800 Bachelor of Arts (Honours) in Social Sciences in Joint Major: English and Spanish SG_HENGL_H08 201900 Bachelor of Arts (Honours) in Humanities in Joint Major: English and Psychology
Description

In this module Learners will be introduced to the genre of process drama, it's key concepts, theories and practice in learning environments.

Learning Outcomes

On completion of this module the learner will/should be able to;

1.

Identify key theorists from Ward to O'Neill

2.

Apply the planning principles of Process Drama in a learning environment

3.

Utilise a number of drama strategies for learning about drama and learning through drama within a curriculum structure

4.

Demonstrate reciprocal pedagogies in the classroom to promote 'colleagueness'

Teaching and Learning Strategies

Workshop, seminar, EBL

Module Assessment Strategies

This module has two components:

  • Practical Exam
  • Essay

Repeat Assessments

Repeat assessment will follow the model above

  • Repeat Exam
  • Repeat Essay

Module Dependencies

Prerequisites
EDUC07026 201700 Through the Looking Glass: Drama from Boucicault to Donoghue

Indicative Syllabus

The student will be able to:

1. Identify key theorists from Ward to O’Neill

Students will map the historical, philosophical and political evolution of drama-in-education from 1920’s America, through post-war Britain, the innovative approaches to drama in British schools in the ‘80s, to the introduction of process drama on the Irish curriculum. Studying core texts and writing from Ward to O’Neill will enable the student to identify the key thinkers and practitioners in the field. This knowledge, coupled with their new contextualised understanding, will introduce the student to the genre of process drama. It will open up avenues for discussion around education and power in the classroom, the nature of knowledge, imagination and theatre.

2. Apply the planning principles of Process Drama in a learning environment

Students will study the planning model for process drama, as designed by Bowell and Heap in order to gain a theoretical and practical understanding of the cornerstones and principles of planning for process drama. Schemes of work from the Irish classroom context will be used as exemplars of best practice and the student will apply her/his planning knowledge so that they can design their own series of workshops for a particular learning environment.

3. Utilise a number of drama strategies for learning about drama and learning through drama within a curriculum structure

The student will learn about what performance forms can do within a process drama, through the use of drama strategies. The student will study how to bring the well-crafted process drama to life for her/his Learners, while maintaining the suspension of disbelief. The student will use Structuring Drama Work as her/his core text for developing her/his understanding of the classification of strategies and widening her/his repertoire of strategies, so that s/he can maximise the learning opportunities.

4. Demonstrate reciprocal pedagogies in the classroom to promote ‘colleagueness

’Process drama is a collaborative and improvised art-form and as such its strength lies in the fact that Learners own their learning. Students will learn about the importance of playing Teacher-in-Role, the roles that her/his Learners can adopt and the significance of Heathcote’s Mantle of the Expert approach to learning. Through playing in-role, students will learn about how these impact on the social power structures in the reality of the classroom AND the parallel imagined reality of the fictional drama.

Coursework & Assessment Breakdown

Coursework & Continuous Assessment
40 %
End of Semester / Year Formal Exam
60 %

Coursework Assessment

Title Type Form Percent Week Learning Outcomes Assessed
1 Essay Continuous Assessment Essay 40 % OnGoing 1,4
             
             

End of Semester / Year Assessment

Title Type Form Percent Week Learning Outcomes Assessed
1 Practical Final Exam Assessment 60 % End of Semester 2,3,4
             
             

Full Time Mode Workload


Type Location Description Hours Frequency Avg Workload
Workshop Black Box Workshop 2 Weekly 2.00
Lecture Lecture Theatre Lecture 1 Weekly 1.00
Total Full Time Average Weekly Learner Contact Time 3.00 Hours

Required & Recommended Book List

Recommended Reading
2011 Learning through Drama in the Primary Years England:Lulu

Recommended Reading
2009 Beginning Drama 4-11. (3rd edition) London: Routledge.

Recommended Reading
2006 Discovering Drama: Theory and Practice for the Primary School Dublin: Gill :-:- Macmillan

Recommended Reading
2001-04-12 Planning Process Drama Routledge
ISBN 1853467197 ISBN-13 9781853467196

Process drama is essentially improvisational and not based on a set script or 'story board'. As such, it plays an important part in creative 'drama-in-education' - yet there are very few books dedicated to making the approach accessible to specialist and non-specialist drama teachers alike. Distilled from their own practice with pre- and in-service teachers in Britain and the Caribbean, the authors; identify the principles of planning process drama; and illustrate them with a wide range of examples from across the age ranges.

This blending of universal principles with international practice will enable readers to plan and implement process drama work within their own curriculum brief.

Recommended Reading
2007 Classroom Drama. A Practical Guide Dublin: Primary ABC

Recommended Reading
2007 Step by Step Educational Drama National Association for Youth Drama

Recommended Reading
2015-09-03 Structuring Drama Work: 100 Key Conventions for Theatre and Drama (Cambridge International Examinations) Cambridge University Press
ISBN 1107530164 ISBN-13 9781107530164

Structuring Drama Work is the only drama resource that explores 100 dramatic conventions and techniques and provides ideas for how to practise them. This book explains dramatic conventions and what they do, explores how dramatic techniques can be used, provides cultural connections and global contexts and includes examples of the techniques in the context of plays and texts. The compact size and simple format make this book convenient and easy to use. Suitable for IGCSE students up to A Level, IB Diploma and beyond, this resource will give inspiration and ideas to students and save teachers valuable planning time by providing numerous examples in a global context.

Recommended Reading
2016 A beginner's Guide to mantle of the Expert Norwich: Singular Publishing

Recommended Reading
1995 Drama Worlds: A Framework for Process Drama Canada: Pearson Education

Module Resources

Other Resources

Drama Research: International Journal of Drama in Education