EDUC07027 2022 Drama in Education: Theory - Planning - Practice

General Details

Full Title
Drama in Education: Theory - Planning - Practice
Transcript Title
Drama in Education
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
2022 - Full Academic Year 2022-23
End Term
9999 - The End of Time
Author(s)
Breda McTaggart, Brenda Feeney, Ailise McDowell, Kate Brown
Programme Membership
SG_HENGL_H08 202200 Bachelor of Arts (Honours) in English and Psychology SG_HENGL_H08 202400 Bachelor of Arts (Honours) in English and Psychology SG_WENGL_H08 202400 Bachelor of Arts (Honours) in English and Politics
Description

In this module Learners will be introduced to the genre of Process Drama. Through a drama-in-education lens, they will study Process Drama's key concepts, principles and practices.

Learning Outcomes

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

1.

Identify key thinkers, practitioners and practices in drama-in-education and map its evolution

2.

Demonstrate a practical understanding of the principles for planning a process drama for the learning environment

3.

Demonstrate, through practice, the drama strategy of Teacher-in-Role

4.

Evaluate the roles of teacher and student as co-creators of drama

Teaching and Learning Strategies

Drama practice, flipped classroom, seminar.

Module Assessment Strategies

The required citation style for this module is Modern Language Association (MLA).

This module has two components:

1) The production of a digital graphic, presented during a student-led seminar. This is worth 20% of the module.

The student-led seminars will be held in the later part of the module, in weeks 10-12.

2) A practical drama exam, with accompanying lesson plan and evaluation.

Repeat Assessments

Either repeat project or repeat attend.

Module Dependencies

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

Indicative Syllabus

The student will be able to:

1. Research and identify key thinkers, practitioners and practices in drama-in-education and map its evolution  

Students will map the evolution of drama-in-education in Ireland, from the publication of the first national primary curriculum in 1971 to date. Through their research they will contextualise the historical place and contemporary development of drama as a curricular subject. Studying the work and writing of Benson, McArdle, Drury, O'Neill, Finneran, and others will enable the students to achieve this. 

2. Demonstrate a practical understanding of the principles for planning a process drama for the 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 students will apply their planning knowledge so that they can design their own drama workshop.

3. Demonstrate, through practice, the drama strategy of Teacher-in-Role  

Through experimenting with drama strategies, students will learn about performance forms and what they can achieve in a process drama. They will demonstrate how to bring their well-crafted process drama to life for the group, while maintaining the suspension of disbelief. The student will use Structuring Drama Work as their core text for developing their understanding of the classification of strategies and widening their repertoire of strategies, so that they can maximise learning opportunities for the group.  In particular, students will learn about the importance of adopting the strategy of Teacher-in-Role to demonstrate reciprocal pedagogies in the classroom as an approach to learning.

4. Evaluate the roles of teacher and student as co-creators of drama 

Process drama is a collaborative and improvised art-form, and as such one of its strength lies in the fact that students have ownership of their learning. Through playing in-role as co-creator and studying research of classroom drama practices, students will evaluate their first-hand experiences from this module with a focus on shifting values, attitudes and new areas of learning.

Coursework & Assessment Breakdown

Coursework & Continuous Assessment
30 %
End of Semester / Year Formal Exam
70 %

Coursework Assessment

Title Type Form Percent Week Learning Outcomes Assessed
1 Student-led Seminar Coursework Assessment Assessment 30 % OnGoing 1
2 Practical Drama Coursework Assessment Group Project 70 % Week 11 2,3,4
             

Full Time Mode Workload


Type Location Description Hours Frequency Avg Workload
Workshop / Seminar Performance Space Workshop 3 Weekly 3.00
Independent Learning Not Specified Independent Learning 3 Weekly 3.00
Total Full Time Average Weekly Learner Contact Time 3.00 Hours

Required & Recommended Book List

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

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

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

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

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

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

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 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.

Module Resources

Non ISBN Literary Resources
Journal Resources

Journal Resources

Research in Drama Education: The Journal of Applied Theatre and Performance

Irish Educational Studies

Required:

Fiona McDonagh & Michael Finneran (2017) The teacher as co-creator of drama: a phenomenological study of the experiences and reflections of Irish primary school teachers, Irish Educational Studies, 36:2, 169-183, DOI: 10.1080/03323315.2017.1324806

Michael Finneran (2016) Poltergeist, problem or possibility? Curriculum drama in the Republic of Ireland, Research in Drama Education: The Journal of Applied Theatre and Performance, 21:1, 108-125, DOI: 10.1080/13569783.2015.1127144

Other Resources

Drama Research: International Journal of Drama in Education.

Additional Information

As a 5 credit module, the total student independent effort hours for this module are 3 hours per week.