Study-Unit Description

Study-Unit Description


TITLE Drama in Education - Integrating Drama Across the Curriculum

LEVEL 05 - Postgraduate Modular Diploma or Degree Course


DEPARTMENT Arts, Open Communities and Adult Education

DESCRIPTION This study-unit will discuss the use of theatre and drama as curricular aids, i.e. as a medium to teach subjects like History, Literature, Science, Languages, Ethics etc and how the arts could be integrated. Given the broad nature of the primary and secondary school curriculum, students will be exposed to some selective examples from the two broad areas of the Sciences and the Humanities. Participants will explore how to use drama as a tool for transfer across the curriculum, as well as a way to motivate students, build classroom community and manage the classroom.

Students will also be introduced to digitally mediated learning. Placing things within the Maltese school reality, students will learn how enhance their creativity through readily available digital resources for formal education. Ultimately attendees are expected to design and employ authentic digitally mediated learning experiences which, immersed in the reality of Maltese schools can be accordingly merged with drama studies. Thus, within a series of increasingly complex activities attendees will learn to facilitate things like self-expression, team alignment, brainstorm creative ideas, or even play out a teaching and learning strategy. It is anticipated that once students learn to use the combination of multimodal resources they will be able to, either individually and collaboratively, produce their own expressive digitally immersive stories.

Study-Unit Aims:

- To explore the field of Drama in Education and to understand how it is organized theoretically and methodologically;
- To assist students in applying theatre strategies and conventions to the teaching of different subjects and concepts;
- To familiarise students with the process of drama and how this can be applied to educate in a holistic sense, by promoting the personal, moral, social, spiritual, creative and cultural development of all pupils;
- To explore digitally mediated game based learning and the use of various readily available audio visual software and resources to enhance modalities of self-expression in theatrical performances.

Learning Outcomes:

1. Knowledge & Understanding:

By the end of the study-unit the student will be able to:

- Argue about the importance of using drama as a medium to engage students in their learning experience;
- Discuss drama's role in holistic learning as it promotes the personal, moral, social, spiritual, creative and cultural development of all students;
- Differentiate between diverse forms and practices related to drama education, including Drama as a medium;
- Identify the most effective drama strategies to apply when teaching concepts/other subjects so as to render learning more experiential;
- Discuss how Drama in Education is organised theoretically and methodologically;
- Work out possibilities of how to use digitally mediated games based learning which, merged with storytelling and various audio visual attributes, can give rise to an authentic learning and teaching experience for Drama and literature.

2. Skills:

By the end of the study-unit the student will be able to:

- Plan lessons that feature drama as a medium through the use of various techniques and drama strategies such as role play, tableau, image theatre, improvisation, devising, hot seating and the Mantle of the Expert;
- Use key Drama teaching skills and conventions to build teamwork, trust within the group, ensemble work, and generally teach other subjects more effectively;
- Explore the use of digitally mediated attitudes and audio visual technologies in the classroom to help students gather a hands-on experience on the enhancement of various aspects of 21st century skills.

Main Text/s and any supplementary readings:

Main Texts:

- Bolton, G. (1999) Acting in Classroom Drama: A Critical Analysis. London: Heinemann.
- Christensen, C., Curtis W.J. & Horn, M.B. (2008). Disrupting Class: How Disruptive innovation will Change the Way the World Learns. McGraw-Hill, NY.
- Taylor, P. & Warner, C (2006). Structure and Spontaneity: The Process Drama of Cecily O’Neill. London: Trentham Books.

Supplementary Readings:

- Goodyear, P and Retalis S. (Eds) (2010). Technology- Enhanced learning. Design Patterns and Pattern Languages. Sense Publishers.
- Heathcote, D. (1991) Collected Writings on Education and Drama. Illinois: Northwestern University Press.
- McCaslin, N. (1990) Creative Drama in the Classroom and Beyond: Eighth Edition. New York: Longman.
- Neelands, J & Goode, T. (2000) Structuring Drama Work: A Handbook of Available Forms in Theatre and Drama. Cambridge: Cambridge UP.


Assessment Component/s Assessment Due Resit Availability Weighting
Practical SEM2 Yes 30%
Assignment SEM2 Yes 35%
Presentation (20 Minutes) SEM2 Yes 35%

LECTURER/S Josette Ciappara
Isabelle Gatt
Lesley Nixon

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It should be noted that all the information in the description above applies to study-units available during the academic year 2020/1. It may be subject to change in subsequent years.