CRPR06004 2022 Creative Practice for Social Care 2: Facilitation
Full Title
Creative Practice for Social Care 2: Facilitation
Transcript Title
Creative Practice 2: Facil
Code
CRPR06004
Attendance
80 %
Subject Area
CRPR - Creative Practice
Department
SOCS - Social Sciences
Level
06 - Level 6
Credit
05 - 05 Credits
Duration
Semester
Fee
€
Start Term
2022 - Full Academic Year 2022-23
End Term
9999 - The End of Time
Author(s)
Bernie Meehan, Susan McDonnell, Breda McTaggart, Natalie Delimata, Kate Brown, Brenda Feeney
Programme Membership
SG_HSOCI_H08 202200 Bachelor of Arts (Honours) in Social Care Practice
SG_HEARL_H08 202200 Bachelor of Arts (Honours) in Early Childhood Care and Education
SG_HEARL_G07 202200 Bachelor of Arts in Early Childhood Care and Education
SG_WSOCI_B07 202200 Bachelor of Arts in Social Care Practice
SG_WSOCI_H07 202200 Bachelor of Arts in Social Care Practice
SG_HEARM_H08 202300 Bachelor of Arts (Honours) in Early Childhood Care and Education
SG_HSOCP_H08 202300 Bachelor of Arts (Honours) in Social Care Practice
SG_HSOCI_H08 202300 Bachelor of Arts (Honours) in Social Care Practice
SG_HEARL_H08 202300 Bachelor of Arts (Honours) in Early Childhood Care and Education
SG_HEARL_G07 202400 Bachelor of Arts in Early Childhood Care and Education
SG_WSOCI_B07 202400 Bachelor of Arts in Social Care Practice
SG_HSOCP_H08 202400 Bachelor of Arts (Honours) in Social Care Practice
SG_HEARM_H08 202400 Bachelor of Arts (Honours) in Early Childhood Care and Education
SG_WSOCI_H08 202500 Bachelor of Arts (Honours) in Social Care Practice
Description
Students will explore theories, methods, and practice of creative facilitation and be provided with a full practical understanding of the requirements that must be satisfied before running a creative workshop or activity.
This module maps to the CORU Standards of Proficiency below:
Domain 1: Professional Autonomy and Accountability
Domain 2: Communication, Collaborative Practice, and Team working
Domain 3 Safety and Quality
Domain 4: Professional Development
Domain 5: Professional Knowledge and Skills
Learning Outcomes
On completion of this module the learner will/should be able to;
1.
Demonstrate understanding of facilitation techniques and group processes (Domain 1.3, 1.8, 1.17, 1.18, 1.19, 1.21, 1.23, 2.2, 2.11, 2.13, 2.16, 3.6, 3.7, 3.8, 3.10, 3.14, 4.3, 4.4, 5.11, 5.12, 5.13, 5.16).
2.
Demonstrate a knowledge of supporting theoretical models relating to creative practice (Domain 1.3, 1.8, 1.17, 1.18, 2.4, 2.6, 2.12, 2.13, 2.16, 3.6, 3.8, 3.10, 3.14, 4.3, 4.4, 5.8, 5.9, 5.11, 5.13, 5.16).
3.
Plan a range of structured creative activities for a defined group in a setting (Domain 1.3, 1.8, 1.17, 1.18, 1.21, 1.23, 2.2, 2.13, 2.16, 3.6, 3.7, 3.8, 3.10, 3.14, 4.3, 4.4, 5.11, 5.12, 5.13, 5.16).
4.
Implement a range of structured creative activities for a defined group in a setting (Domain 1.3, 1.8, 1.17, 1.18, 1.19, 1.21, 1.23, 2.2, 2.11, 2.13, 2.16, 3.6, 3.7, 3.8, 3.10, 3.14, 4.3, 4.4, 5.11, 5.12, 5.13, 5.16).
5.
Evaluate a range of structured creative activities for a defined group in a setting (Domain 1.3, 1.8, 1.17, 1.18 2.4, 2.6, 2.12, 2.13, 2.16, 3.6, 3.7, 3.8, 3.9, 3.10, 3.14, 4.3, 4.4, 5.11, 5.13, 5.16).
Teaching and Learning Strategies
Module content and assessment will be developed and delivered in accordance with the Principles of Universal Design for Learning (UDL) to support student's diverse learning styles. and in accordance with a variety of arts-based methodologies.
Module Assessment Strategies
Delivery of two practical workshops and a presentation
This module’s assessment allows for assessment of CORU Standards of Proficiency as follows:
Practical (Domain 1.3, 1.8, 1.17, 1.18, 1.19, 1.21, 1.23, 2.2, 2.11, 2.13, 2.16, 3.6, 3.7, 3.8, 3.10, 3.14, 4.3, 4.4, 5.11, 5.12, 5.13, 5.16)
Presentation (Domain 1.3, 1.8, 1.17, 1.18, 2.4, 2.6, 2.12, 2.13, 2.16, 3.6, 3.7, 3.8, 3.9, 3.10, 3.14, 4.3, 4.4, 5.8, 5.9, 5.11, 5.13, 5.16)
Repeat Assessments
To be decided at Exam Board
Indicative Syllabus
1. Develop facilitation skills and techniques
- Styles of facilitation
- Understanding/communicating with the group
- Principles and values
- Facilitating a group
2. Explore supporting theoretical models
- Social Pedagogy in creative practice
- Understanding the benefits of creative engagement for personal development and social interaction
3. Practical creative workshop requirements
- child protection, health & safety etc
- Space requirements etc.
Coursework & Assessment Breakdown
Coursework & Continuous Assessment
100 %
Coursework Assessment
| Title | Type | Form | Percent | Week | Learning Outcomes Assessed | |
|---|---|---|---|---|---|---|
| 1 | Practical | Practical | Practical Evaluation | 60 % | Week 6 | 1,3,4 |
| 2 | Presentation | Project | Individual Project | 40 % | Week 12 | 2,5 |
Full Time Mode Workload
| Type | Location | Description | Hours | Frequency | Avg Workload |
|---|---|---|---|---|---|
| Workshop / Seminar | Studio | Workshop | 3 | Weekly | 3.00 |
Total Full Time Average Weekly Learner Contact Time 3.00 Hours
Module Resources
Non ISBN Literary Resources
Required Reading
McCrea, E. (2003) Elly's Onion. A Beginners Drama in Education Guide for Teachers and Careworkers. Dublin: Marino Inst. of Education
Johnston, C. (1998) House of Games. London: A Nick Hern Book
Hendy, L.; Toon, L. (2011) Supporting Drama and Imaginative Play in the Early Years. (Second Edition) Buckingham: Open University Press
Prendiville, P. (2008) Developing Facilitation Skills: A handbook for Group Facilitators Dublin:Combat Poverty Agency
http://www.cpa.ie/publications/DevelopingFacilitationSkills_2008.pdf
Hegarty, Ann. (2005) Facilitation with People Experiencing poverty Dublin: Combat Poverty Agency
http://www.cpa.ie/publications/FacilitationWithPeopleExperiencingPoverty_2005.pdf
Lyons, D. (2010) Creative Studies for the Caring Professions. Dublin: Gill & Macmillan
Boal, A. (1991) Games for actors and non-actors. London: Routledge
Recommended Reading
Crawford, B. M. (2008) Shop Class as Soulcraft: An Inquiry into the Value of Work. New York: Penguin Press
Warren, B.(Ed) (2008) Using the Creative Arts in Therapy and Healthcare: A Practical Introduction( 3rd Edition). London: Routledge
Gauntlett, D. (2011) Making is Connecting: The Social Meaning of Creativity, from DIY and Knitting to YouTube and Web 2.0 Cambridge: Polity Press
Plummer, D. M. (2007) Self-Esteme Games for Children. London: Jessica Kingsley Publishers