EDO3476 Drama in Arts Education
|Semester 1, 2012 Online Toowoomba|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||30 December 2013|
Examiner: Agli Zavros
Moderator: David Cleaver
Drama in Arts Education provides the educator with an opportunity to develop their knowledge and skills in Drama Education. Through process drama and collaborative group inquiry, educators "transform, act and reflect upon the human condition" (Taylor, 2000). Taking on the roles of artist, actor and audience, educators will develop their knowledges and understandings of drama as an art form that enables children to represent, re-present and develop responses to observations of their world and experiences. The course will also support the development of pedagogical strategies that will enable engagement and participation in dramatic experiences within diverse teaching and learning contexts.
Students will focus on expressing and communicating their understandings about human issues and experiences, through enactment of real and imagined events. Through dramatic role (voice, gestures, and dramatic movement in the performance space); purpose and context (time frames, language, place, space and mood); structure (role-play, story, scenarios and scripts, styles or forms) students will investigate various contemporary issues, actions, and consequences that have local, national and global relevance. Students will be engaged in creating, presenting and responding. Through creating dramatic performances the focus will be on control, management and synthesis of the elements and conventions of drama. Secondly, through presenting of dramatic performance students will rehearse, refine, share and perform self-devised and scripted dramatic work. Finally through responding to dramatic performance students will describe, analyse and evaluate their own and other dramatic work. Through their engagement in the historical and socio-cultural dimensions of drama, students will develop an understanding of global citizenship in their roles as educator, artist, actor and audience. Educators will also be required to familiarise themselves with curriculum documents and relevant literature and collate resources that will support the development of pedagogical strategies for teaching drama in the Arts.
The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On completion of this course students will be able to:
- demonstrate pedagogical understanding in teaching and learning of drama education (All assessment items).
- demonstrate an engagement and understanding of curriculum documents and literature in drama education (All assessment items).
- demonstrate an understanding of dramatic role (voice, gestures, and dramatic movement in the performance space); purpose and context (time frames, language, place, space and mood); structure (role-play, story, scenarios and scripts, styles or forms) (All assessment items)
- develop theatrical skills employing dramatic role, purpose and context, and structures in creating, presenting and responding to dramatic performance (All assessment items)
- contribute to the creation of scripts, devise blocking and choreography of dramatic performance (All assessment items)
- demonstrate an understanding of socio-cultural dimension of drama (All assessment items)
- demonstrating critical and evaluative skills in dramatic techniques (Reflective Learning and Performance Production Portfolio)
- demonstrate an understanding of management, promotional and marketing activities associated with the presentation of a dramatic performance. (Reflective Learning and Performance Production Portfolio)
- demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing. (All assessments)
|1.||Socio-cultural Dimensions of Drama and Multicultural and Indigenous Perspective in Drama Education||20.00|
|2.||Theoretical Underpinning of Drama||20.00|
|3.||Teacher as Artist (facilitator, director and manipulator)||20.00|
|4.||Assessment and Reporting in Drama Education||20.00|
|5.||Pre-text and Story in Drama||20.00|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2012&sem=01&subject1=EDO3476)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
Fleming, M 2001, Teaching Drama in Primary and Secondary Schools: An Integrated Approach, David Fullon, London.
O'Toole, J & Dunn,J 2002, Pretending to Learn: Helping children Learn through drama, Pearson Education, Australia.
Any reference materials required for this course will be made available through study desk.
Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library..
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||50||50||16 Apr 2012|
|ASSIGNMENT 2||50||50||21 May 2012|
Important assessment information
There are no attendance requirements for this course. However, it is the students' responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks.
Penalties for late submission of required work:
If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted.
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative assessment items in the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
As there are no examinations in this course, there will be no deferred or supplementary examinations.
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.
APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide. http://www.usq.edu.au/library/referencing
Students will require access to e-mail and have Internet access to UConnect for this course.