ED2DATE-Drama and Theatre in Education

Module Provider: Institute of Education
Number of credits: 30 [15 ECTS credits]
Terms in which taught: Autumn / Spring term module
Pre-requisites: ED1DPE Drama in Primary Education
Non-modular pre-requisites:
Modules excluded:
Module version for: 2016/7

Module Convenor: Ms Cathy Wardale

Email: c.j.wardale@reading.ac.uk

Summary module description:
This module builds on the first year module, Drama in Primary Education. It develops students’ skills as facilitators of educational drama, through their practical and theoretical knowledge of its value within the context of the National Curriculum and deaf education.

This module aims to provide students with the opportunity to develop deaf/hearing integrated drama and theatre workshops for primary and secondary schools: mainstream, deaf and hearing resource units.

Assessable learning outcomes:
On successful completion of the module, students will be able to:
•Demonstrate deaf awareness and communication skills within a deaf/hearing integrated context
•Explore and analyse a range of ideas, drama skills and techniques for inclusion in their workshops
•Design, prepare and produce appropriate accompanying resources with follow up activities
•Analyse the taught sessions and their workshop development relating this to theoretical exploration of the significance of drama and theatre in education within contemporary education and theatre practice
•Devise, deliver and evaluate, with inclusive deaf/hearing accessibility:
-In Term 1, drama workshops, based on the primary History curriculum & including a timeline
-In Term 2, interactive performance workshops, based on the secondary Global Citizenship curriculum

Additional outcomes:
Students are expected to communicate well with the staff and children in the schools they visit. They organise, research, resource and devise their own workshops, liaising with others and honouring commitments. They should develop their IT and research skills, including use of the library and Blackboard.

Outline content:
Students receive input on the History curriculum and timelines. They explore the skills and techniques for historical drama, aimed at children in mainstream and deaf schools or hearing resource units. Several weeks of the term are spent preparing and presenting small group drama workshops in schools, supervised by the tutor. Finally there is a session for general feedback and discussion of the process.

Later in the module is an appraisal of the educational contexts for which the students will be devising an interactive performance and an introduction into ways of devising and the global citizenship context. Students organise themselves into small groups for the planning and devising of their performance workshops. The rest of the term is then dedicated to the preparation of these, with constant supervision from the tutor and appraisal from their peer group. There will be a dress rehearsal of their performance workshops using their peers as participants. The performance workshops are then presented in both mainstream and deaf schools. As before, there is a dedicated evaluation session afterwards.

Brief description of teaching and learning methods:
The module is taught through practical workshops, class and group discussions, sharing workshop activities with peers for constructive criticism. Each student group will have time with the tutor to present/discuss elements of the interactive performances and workshops as they develop. Individuals and groups are expected to organise their own timetables for the research and preparation of their workshops.

There will be at least two summative school visits for each group during Term 1 and Term 2. These are organised and assessed by the tutor, with visits from a moderator.

Contact hours:
  Autumn Spring Summer
Project Supervision 5 5
Practicals classes and workshops 40 30
Supervised time in studio/workshop 5 5
External visits 5
Work-based learning 10 15
Guided independent study 80 100
Total hours by term 140.00 160.00
Total hours for module 300.00

Summative Assessment Methods:
Method Percentage
Written assignment including essay 40
Practical skills assessment 60

Other information on summative assessment:
• One written essay of approximately 2000 words (40%)
• Planning, devising, delivery and evaluation of the schools’ workshops and performances, in Term 1 (30%) & Term 2 (30%), including teachers’ resource packs

Formative assessment methods:
•Verbal feedback provided by tutors and peers during devising and rehearsal process
•Peer review after workshops in schools

Penalties for late submission:
The Module Convenor will apply the following penalties for work submitted late, in accordance with the University policy.

  • where the piece of work is submitted up to one calendar week after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for the piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
  • where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

  • The University policy statement on penalties for late submission can be found at: http://www.reading.ac.uk/web/FILES/qualitysupport/penaltiesforlatesubmission.pdf
    You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

    Length of examination:

    Requirements for a pass:
    40% overall

    Reassessment arrangements:
    The practical elements can be reassessed by alternative methods during the summer resit period. The written assessment can also be submitted during this time.

    Additional Costs (specified where applicable):
    1) Required text books: None required: recommended texts are in the Library and on the electronic Reading List. Other texts are available to borrow from the London Road Learning Hub.
    2) Specialist equipment or materials:
    3) Specialist clothing, footwear or headgear: Students on practical courses such as TAEDS already have black leggings and tops, which are recommended for workshop delivery in schools.
    4) Printing and binding: Students are required to provide a small number of resource packs and cards or images for use in schools.
    A budget of £10.00 in Term 1 and £15.00 in Term 2 is provided to cover comb-binding (@ £1.00 in the Learning Hub) and laminating.
    Printing for resource packs is done through staff campus cards, so no cost to students.

    5) Computers and devices with a particular specification:
    6) Travel, accommodation and subsistence: Research visits to museums, art galleries and resource centres are integral. Students choose whether to access those locally with no entry charge or transport costs (e.g. MERL, Reading Museum, Ure Museum and RISC) or to visit those further afield.

    Last updated: 21 December 2016

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