|TITLE||Theatre, Creative Arts, Sports and Leisure for Inclusion|
|LEVEL||01 - Year 1 in Modular Undergraduate Course|
|DEPARTMENT||Inclusion and Access to Learning|
|DESCRIPTION||The study-unit will cover aspects of practical subjects which are common to all three disciplines example Health and Safety; the inclusive nature of the discipline within the community and the possibilities for inclusion within the subject in an educational environment.
The unit will offer students the opportunity to enhance their basic skills in all three disciplines as well as identifying and practicing skills such as collaborative and higher order thinking skills of creativity.
In Art and Drama/Theatre students will become aware of the value of creating pieces through a learning process, from which they can develop their own skills and methods of facilitating learning in an inclusive environment.
Students will explore the connection between these creative disciplines within the wider context of local and international community.
Throughout the course students will be introduced to aspects of Art and Theatre theory as well as learning in a practical setting, devising their own work to explore the challenging circumstances of variety on inclusive needs within an educational context. Modelling through role play, peer criticism and keeping a reflective journal will form part of their method of study. In Art students will keep a portfolio of artworks that reflects their commitment in exploring ideas and materials. in Theatre- students will independently and collectively research practitioners and companies, especially in relation to inclusive practice.
Students will be introduced to disabled sport, from its origins as a therapeutic means of rehabilitation to today’s inclusive participation from the grassroots to elite levels in many countries. Key aspects of the relationship between modern sport, disability and society will recall the shift from the medical, individualized definitions and ideologies of disability to more socially constructed theories of disability. In the process of understanding disability sport the study unit will emphasize the increasingly central characteristic of mainstreaming within the context of disability sport and the ways and extent to which this has progressed.
This study-unit aims at exposing students to Visual and Performing Arts skills, culture and Literacy. Through this study-unit students are introduced to pedagogical strategies aimed at enabling learners of all abilities to engage in and benefit from the creative and practical process. Students will be able to explore techniques and skills which can also be applied to the adaptation and facilitation of other curriculum subjects. This study unit aims at developing skills and strategies through a creative process of collaboration, reflection, application and innovation and ultimately to underline the significance of Art and Theatre as media of expression and the importance of such creative expression in personal and communal well-being. Whilst challenging dominant perceptions of disabled students' abilities, this study unit aims at improving their experiences and participation, particularly by familiarizing educators with the multifaceted benefits of sports.
1. Knowledge & Understanding
By the end of the study-unit the student will be able to:
- Define different aspects of Visual Art and Theatre, using appropriate technology;
- Recognise Health and Safety aspects of a practical learning environment, including the need for the implementation of ethical safeguards;
- Explain how Art and Theatre can be applied as media of Inclusion and Creative expression;
- Illustrate creative and developmental artistic processes;
- Identify a range of constructivist pedagogical strategies through Visual Art and Theatre which can be applied to other subject areas to facilitate inclusion;
- Analyze the effect of isolating disabled students from non-disabled students thus reinforcing, rather than breaking down, barriers between students in sports activities;
- Demonstrate how sport can be a context where the perceptions and attitudes can be challenged whilst self-esteem and self-confidence and social inclusion can be enhanced.
By the end of the study-unit the student will be able to:
- Interpret different aspects of visual art and theatre using appropriate technology;
- Perform art, theatre and other forms of creative expression as inclusive practices;
- Organize a portfolio of practical work through a variety of media;
- Explore different research methods, observation and response to stimuli to create original work;
- Reflect analytically on and assess the characteristics of their own and others' work (peer and self-assessment);
- Reproduce constructivist pedagogical strategies within different subject areas;
- Implement through adaptations existing elements of curriculum in a creative way to ensure inclusion of all learners;
- Evaluate how sport contexts can be modified to improve the experiences and participation of all students.
Main Text/s and any supplementary readings:
- Chesner, A (1998) Groupwork with Learning Disabilities: Creative Drama, Oxon: Speechmark Publishing Ltd.
- Jennings. S. (1986) Creative Drama in Groupwork, Oxon: Winslow Press.
- Zucca D. (2011) Clowning in the classroom. A new pedagogical approach to healthy psychological development. University of Malta press.
Supplementary texts List
- Auslander, P. and C, Sandahl (eds). (2005) Bodies in Commotion: Disability and Performance, Michigan: The University of Michigan Press.
- Boat, A. (1979) Games for Actors and non-Actors, trans, by A. Jackson, Johnston, C. (1998) House of Games: Making Theatre from Everyday Life, Londons Nick Hern Books Ltd. (reprinted 2005).
- Palmer, J. and R. Hayhow (2008) Learning Disability and Contemporary Theatre, London: Full Body and the voice.
- Spolin, V. (1963) Improvisation for the Theatre, Evanston, Illinois. Northwestern University Press. (reprinted 1999)
- Djerby, J. (2011), Disability studies and art education. Studies in Art Education. A Journal of Issues and Research in Art Education, 52 (2), 94-121.
- Malley, S.M. (Ed.). (2012). The intersection of arts education and special education: Exemplary programs and approaches. John F. Kennedy Center for the Performing Arts. Retrieved from http://www.kennedy-center.org/education/vsa/resources/Finalprofessionialpapersbook2013.pdf
- Mason, C.Y., & Steedly, K.S. (2006). Lessons and rubrics for arts integration. Teaching Exceptonal children Plus, 3 (1).
- Penketh, C. ( 2014) Putting Disability studies to work in Art Education. International Journal of Art and Design, V33 n3, p.2gz-3oo out 2014.
- Taylor, M. (2005). Access and Support i the development of a visual language: Arts education and disabJed students. Jnternational Journal of Art & Design Education, 24 (3), 325-333.
- WexJer, A. (2011). Studies in art education. A Journal of Issues end Research in Art Education, 53 (1), 53-70.
- Gerber, B.L. & Guay, D.M. (2006). Reaching and Teaching Students with Special Needs through Art. Virginia: National Art Education Association.
- Glass, D. (Ed.) (2010). The Contours of Inclusion: Inclusive arts leaning and learning. Washington, D.C.: VSA.
- Gardner, H. (1990). Art education and human development. Los Angeles. The Getty Education Institute for the Arts.
- Anderson, A. (2015). Arts integration and special education: An inclusive theor\ of action for Student Engagement. New York: Routledge.
- Peter, M. (1996) Art for All I - The Framework: Developing Art in the Curriculum with Students \• ith Special Fd«cational f'eeJs. Londcn: Oavio Fulton Publishers.
- Peter, M. (1996) Art for All II - the Practices Developi 6 *n in the Curriculum with Pupils with Special Eduration Needs (Entitlement for all) (v. 2). London: Oavid Fulton Publishers.
- Shafton, H.G. (2012). Making art special: a curriculum for special education I art. /VliIv7a ukee: CreateSpace independent Publishing= Platform.
- Coakley, J. J., & Pike, E. (2009). Sport in society: Issues and controversies.
- Thomas, N., & Smith, A. (2008). Disability, sport and society: An introduction. Routledge. Fitzgerald, H. (Ed.). (2009). Disability and youth sport. Routledge.
- Brittain, I. (2004). Perceptions of disability and their impact upon involvement in sport for people with disabilities at all levels. Journal of sport and social issues, 28(4), 429-452.
|METHOD OF ASSESSMENT||
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 study-unit description above applies to the academic year 2019/0, if study-unit is available during this academic year, and may be subject to change in subsequent years.