Undergraduate Course: Process Drama in the Primary School (EDUA10091)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Course type | Standard |
Availability | Not available to visiting students |
| Credit level (Normal year taken) | SCQF Level 10 (Year 4 Undergraduate) |
Credits | 20 |
| Home subject area | Education |
Other subject area | None |
| Course website |
None |
Taught in Gaelic? | No |
| Course description | Rationale
The course has four aims -
- to extend and deepen knowledge and understanding of Drama forms, skills, and techniques.
- to develop an understanding of effective learning in Drama, particularly in the cognitive, affective and social domains.
- to enable students individually and in groups to plan and evaluate Drama work experiences for children.
- to facilitate a process of professional self awareness and monitoring in identified areas of personal development needs, in relation to the teaching of Drama.
Course Content
There are four component parts, each using reference to theoretical and professional sources -
- Drama forms, skills, techniques.
- Through reading from selected professional literature and engaging with drama themes, students will know how to organise and manage effective learning in and through drama.
- planning and evaluating contexts and experiences.
- professional self-monitoring and analysis of progress, in areas of personal development needs.
The ideas and activities will be experienced from the dual perspective of both learner and teacher, to give the students unique insight into the power and effect of drama.
A particular focus on Teacher in Role as a crucial means of presenting the context to children. It will be shown to achieve two things: engagement of the children's attention and interest, provision of important information the class will need.
Reflection, peer and self-evaluation, and formative assessment are demonstrated as integral to the experience in drama.
Drama lessons will be analysed against the curricular strands, and in terms of knowledge, skills and attitude development.
Activities for the students will parallel the creative and critical thinking which their drama work will encourage in the children.
Through the activities of the course, and also as a result of their own thinking and research, individually and in groups, the students will develop a tool kit of key drama techniques and controls. |
Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
| Additional Costs | Travel costs to educational institutions.
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Course Delivery Information
| Not being delivered |
Summary of Intended Learning Outcomes
LEARNING OUTCOMES
By the end of the course students will -
- articulate a broad knowledge and understanding of the principal techniques of Drama within the curriculum.
- use theoretical sources, and examples from practice, to analyse critically the forms, skills and contexts for effective learning in drama.
- analyse in depth, and reflect with professional insight, on their own practices and development in Drama.
- question the ideas and concepts in a range of theoretical sources, in order to critically evaluate different perspectives and approaches.
- identify and examine critically Drama's contribution to emotional literacy and affective, cognitive, and social development.
- organise and collaborate effectively as part of a team to plan, implement and evaluate Drama work. |
Assessment Information
ASSESSMENT
Two assessment points:
The first part is a written essay in which the students will justify the use of drama and certain conventions, in particular, to encourage cognitive, affective and social development. (3000 words) Assessment weighting 80:20 in favour of the essay.
The second is a portfolio, which is to show evidence of the student?s practical and personal engagement with the range of drama activities and tasks, as well as related material researched by each student. It will also chart progress in self-identified areas of professional needs.(1000 word equivalent)
Through the portfolio and the essay (4,000 words equivalent) students will demonstrate understanding of the issues raised in the course. Both pieces of work will contribute to the overall grade. The final assessment point will fall in week ten of term one. A set of criteria will be issued as the beginning of the half-course setting out the requirements for the portfolio and the essay. |
Special Arrangements
| None |
Additional Information
| Academic description |
Not entered |
| Syllabus |
Not entered |
| Transferable skills |
Not entered |
| Reading list |
Not entered |
| Study Abroad |
Not entered |
| Study Pattern |
Not entered |
| Keywords | Not entered |
Contacts
| Course organiser | Ms Linda-Jane Simpson
Tel: (0131 6)51 6207
Email: lindajs@education.ed.ac.uk |
Course secretary | Miss Fiona Mclachlan
Tel: (0131 6)50 2304
Email: Fiona.McLachlan@ed.ac.uk |
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