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CLARENCE FITZROY BRYANT COLLEGE

'COURSE TITLE: JBTE/D201: DRAMA AND THEATRE EDUCATION

CREDITS: 3

DURATION: 45 Hours

PREREQUISITES: None'

'COURSE TITLE: JBTE/D201: DRAMA AND THEATRE EUDCUATION (http://www.lled.educ.ubc.ca/programs/litr_drama.htm)

(http://www.teachernet.gov.uk/teachingandlearning/library/theatreineducation/)

CREDITS: 3

DURATION: 45 Hours

PREREQUISITES: None'

Objectives

This course is designed to: provide an understanding of the historical and contemporary practice of drama and theatre education indentify and develop awareness of social and cultural issues which inform the planning, delivery and assessment of drama and theatre education, with a specific focus on secondary education. provide opportunities for the development of good practice in curriculum planning, delivery and assessment, with a specific focus on secondary education. stengthen the dramatic and theatrical skills needed by teachers and related practitioners for the production of educational drama and theatre. develop an understanding of how drama and theatre can enhance present literacy strategies.

MODULE ONE: FIELD OF DRAMA

Introductions (A Practical/Classroom Activity)

Definitions of Performance, Theatre, Drama

Dramatic/Theatre Arts as a Cultural System

Elements of Drama

Performative Traditions of Drama

The Elements of Drama

Activity

Select one of the following soliloquies on which you would be required to make a dramatic presentation during the next class. http://www.nosweatshakespeare.com/quotes/soliloquies/hamlet.htm http://www.nosweatshakespeare.com/quotes/soliloquies/macbeth.htm http://www.nosweatshakespeare.com/quotes/soliloquies/romeo-juliet.htm Be prepared with costumes and props so that the roles can be performed effectively. You wouls also be required to explain the essence of the speeches to your audience.

Assignment

This assignment is due Session 5. Research and present a 5-minute oral presentation (in pairs). Identify and assess the contribution of one of the following practitioners who has contributed significantly to the development of participatory theatre in eduation (TIE): Sistren Trinidad Theatre Workshop Dorothy Heathcote Augusto Boal Cecily O'Neill

MODULE TWO:THE PEDAGOGY OF DRAMA

Teaching and Learning Through Drama

The Role of Narrative and Narrative Techniques and Play in Learning

How Stories Enhance Social and Emotional Learning (SEL)

Teacher-led Practical Activity: Storydrama in the Classroom

MODULE THREE: DRAMA IN SCHOOL, DRAMA IN THE CLASSROOM, PARTICIPATORY THEATRE IN EDUCATION

The Historical and Contemporary Practice of TIE (Theatre in Education)

The Role of the Drama Teacher

Individual Needs of Students

Role Behaviour Specific to drama in the Classroom

Web Resources

http://www.denisdutton.com/weiner_review.htm

Media

Assessment

A range of traditional and non-traditional strategies will be employed to assess students' work. There will be a 50:50 weighting ratio between coursework nd aritten examinationassessment. Coursework comprises: Small project(15%) with oral presentation. Project-based work(25%) with practical assessment. Journal(10%) with written peer and self-assessment.

Reading

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