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The current and official versions of the course specifications are available on the web at https://www.usq.edu.au/course/specification/current.
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THT2003 Educational Drama

Semester 1, 2022 Online
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Creative Arts
Student contribution band : 2021 Grandfather Funding Cl 2
Grading basis : Graded
Version produced : 27 June 2022

Staffing

Examiner: David Burton

Requisites

Enrolment is not permitted in THT2003 if THE2003 has been previously completed.

Overview

This course introduces students to practice in educational drama so they may apply deliver workshops to and in collaboration with a wide variety of participants. Students will undertake reflexivity and ambiguity as ways to experiment with how drama is used as a pedagogic tool to teach about the human condition The learning in this course is dynamic and aims to build on already-practiced skills from first year in order to increase the capacity for employability in the cultural or educational sectors.

This course caters for students who wish to apply dramatic educational methods in the classroom or any other context that requires active enquiry via a workshop format. Indigenous perspectives and diverse cultural groups will be interrogated in this practice. Students will learn about dramatic expressive methods that are 'low risk' as a way to encourage participants to experiment with context, content, and structure. Critical pedagogy, reflection-in-and-as-action, ambivalence, play and belonging will all be explored in order to provide the student with a set of ready-made activities that can be deployed in any educational context Students will complete a series of authentic assessment tasks based on industry practice in theatre-making linked to real-world industry training experiences.

Course learning outcomes

On successful completion of this course students should be able to:

  1. apply theory to their practice to manage and problem-solve the delivery of workshops to educate a group of participants (TLO 3);
  2. experiment, play and engage ambivalent strategies to encourage participation in making educational drama (TLO 4);
  3. collaboratively plan, rehearse, and deliver and educational performance(TLO 5);
  4. be self-reflective and use reflexive practice (TLO 5);
  5. develop a discrete set of strategies for use across a variety of educational dramatic contexts (TLO 2)

Topics

Description Weighting(%)
1. The dramaturgy of belonging: play and ambiguity, catering for diverse populations and Indigenous perspectives 25.00
2. Critical Pedagogy and Reflexive Practice: asking questions and the Mantle of the Expert 25.00
3. Structuring and delivering workshops: creating experimental worlds 25.00
4. Collaboratively plan and deliver an “educational” performance 25.00

Text and materials required to be purchased or accessed

Neelands, J & Goode, T 2015, Structuring drama work: a handbook of available forms in theatre and drama, Third edn, Cambridge University Press, Cambridge.
Saar, D 1997, The yellow boat, Anchorage Press, New Orleans.

Student workload expectations

To do well in this subject, students are expected to commit approximately 10 hours per week including class contact hours, independent study, and all assessment tasks. If you are undertaking additional activities, which may include placements and residential schools, the weekly workload hours may vary.

Assessment details

Description Weighting (%) Course learning outcomes
WORKSHOP DELIVERY 20 1,2
EDUCATIONAL PERFORMANCE 30 3,4
"KIT BAG" STRATEGIES ARCHIVE 20 2,5
REFLEXIVE PRACTICE PROCESS 30 1,4
Date printed 27 June 2022