| CODE | ACD5003 | ||||||||||||||||||||
| TITLE | Applied Theatre | ||||||||||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||||||||||
| MQF LEVEL | 7 | ||||||||||||||||||||
| ECTS CREDITS | 5 | ||||||||||||||||||||
| DEPARTMENT | Arts, Open Communities and Adult Education | ||||||||||||||||||||
| DESCRIPTION | This study-unit will introduce participants to applied theatre. The main focus in this credit is on certain aspects of applied theatre particularly disability arts as an artform with its own artistic and social validity, the use of theatre with people with learning disabilities, drama therapy and the basic concepts operating within. It addresses issues of ethics and responsibility, diversity, and evaluation. Another important component of the study-unit is a community theatre project which will target one area of applied theatre practice, such as, applied puppetry, intergenerational work, narrative and storytelling, forum theatre, museum theatre, prison theatre etc. The process of creating this project will provide students the opportunity to gain an understanding of the tools and the theory at the base of applied theatre, address the ethical issues raised and engage in the development of an applied theatre project with an identified community. The study-unit will alternate between theory and practice. Study-Unit Aims: - To show how the performing arts can effectively be applied to fulfil certain functions and social responsibilities in society. - To enable students to apply creative and theatre processes within social and educational contexts. - To equip students with the theoretical background and the tools for applied theatre. - To make students aware of the ethical issues when working with vulnerable persons. - To inform students about the diverse processes, methodology and safety/ethical considerations in devising for students with multiple and complex needs and/or diverse cultural backgrounds. - To enable students to make dynamic links between theory and practice. - To give students the experience of working in the community using applied theatre. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - list and discuss the benefits of drama in general and more so for inclusion. - explain the implications behind the use of theatre and drama activities as an education tool and a means to therapy. - recognise ethical issues when working with vulnerable persons. - select/ devise/ adapt material that is accessible to students with multiple and complex needs. - identify processes, methodology and safety considerations in devising for students with multiple and complex needs and/or diverse cultural backgrounds. - discuss ways of applying theatre to aid inclusion. 2. Skills: By the end of the study-unit the student will be able to: - develop drama classes for empowerment and inclusion. - plan and apply drama activities to raise awareness of psycho-social issues. - develop processes, methodology and safety measures in devising the performances/ drama workshops within educational settings. - devise scripts for a particular audience with multiple and complex needs. Main Text/s and any supplementary readings: Main Texts: - Boal, A. Games for Actors and non-Actors, trans. by A. Jackson, Routledge: New York Johnston, C. (1998) - Chesner, A. Groupwork with Learning Disabilities: Creative Drama, Oxon: Speechmark Publishing Ltd. (1998) - Holmwood C., and Stavrou C., 'Dramatherapy and drama teaching in school - a new perspective towards a working relationship' in L. Leigh, I. Gersch and D. & D. - Haythorne eds., Dramatherapy with Children Young People and Schools. (Hove: Routledge, 2012) - Jennings, S. Healthy Attachments and Neuro-Dramatic Play (London and Philadelphia: Jessica Kingsley. Publishers, 2011) - Landy, R. and D.T. Montgomery, Theatre for Change: Education, Social Action and Therapy. (New York: Palgrave Macmillam, 2012.) - Nicholson H., Applied Drama: The Gift of Theatre. (Basingstoke: Palgrave Macmillan, 2005) Supplementary Readings: - Jennings, S. (1986) Creative Drama in Groupwork, Oxon: Winslow Press. - Johnston, C. House of Games: Making Theatre from Everyday Life, London: Nick Hern Books Ltd. (reprinted 2005) - Johnstone, K. (1981) Impro: Improvisation and the Theatre, London: Methuen Drama. - Pitruzzella, S. Introduction to Dramatherapy: Person and Threshold. (Hove: Brunner-Routledge, 2004) - Spolin, V. (1963) Improvisation for the Theatre, Evanston, Illinois: Northwestern University Press. (reprinted 1999) - Swain J., and French S., Disability on Equal Terms. (Los Angeles, London, New Delhi, Singapore: Sage Publications, 2008) |
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| STUDY-UNIT TYPE | Lecture and Tutorial | ||||||||||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Anna Formosa Isabelle Gatt Daniel Mercieca |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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