Undergraduate Course: Exploring Personal and Collective Stories Through Enactment (SHSS10001)
|School||Centre for Open Learning
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 10 (Year 3 Undergraduate)
||Availability||Available to all students
|Summary||This is a Summer School course which is three weeks in duration. This course provides foundational theory, practice, and skills development in action methods, such as mythodrama, sociodrama, and psychodrama, which enable enactment of personal and collective stories.
Week 1: Introduction to Action Methods and the Exploration of
Celtic Myths and Scottish Tales
Week 2: Introduction to Building on Skills and Exploration of Social Issues Through Sociodrama and Theatre of the Oppressed
Week 3: Introduction to Building on Skills and Action Exploration of Personal Stories Through Psychodrama
3 week Summer School in Edinburgh, plus 1 week preparatory reading before Summer School commences and final assessment to be completed for submission 1 week after Summer School ends.
This is a Summer School course which is three weeks in duration. This course introduces students to the theory, practice, and basic skills development embedded in a variety of action methods used to explore personal and collective stories surfaced and chosen by participants. Rooted in sociometric theory and practice, the primary methods presented both didactically and experientially will be mythodrama, sociodrama, and psychodrama, though there will be some exposure to Sociatry, Bibliodrama, Theatre of the Oppressed, Playback Theatre, Family Reconstruction, and Family Constellations.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Information for Visiting Students
|Pre-requisites||Visiting students should usually have completed 2 years of higher education at their home university.
|High Demand Course?
Course Delivery Information
|Not being delivered|
On completion of this course, the student will be able to:
- By the end of the course, students will be able to examine and analyse the similarities and differences among identified action methods, along with their appropriate uses and contexts.
- By the end of the course, students will be able to respond thoughtfully and ethically to their own and others¿ emotional responses to the enactment cycle of warm-up, action, sharing, and processing of an enactment.
- By the end of the course, students will be able to evaluate the effectiveness of those processes and methods used in this course to build group trust, develop a sense of community, and explore personal and collective stories.
- By the end of the course, students will be able to demonstrate knowledge of and ability to articulate basic understanding of action methods, their use in storytelling, and terms such as sociometry, protagonist, auxiliary, role reversal, doubling, and mirroring.
- By the end of the course, students will be able to critically evaluate possible ways in which learning from this course might be applied and/or used to integrate enhanced health and wellbeing within their own disciplines.
Blatner, Adam (1996), Acting-In: Practical Applications of Psychodramatic
Methods (3rd ed.). New York: Springer Publishing Company, Inc.
Hale, Ann E. (1985), Conducting Clinical Sociometric Explorations: A Manual For
Psychodramatists and Sociometrists. Roanoke, Virginia: Royal Publishing
Company. See www.sociometry.net or write to email@example.com.
Weiner, Ron, Adderley, Di,, & Kirk, Kate (eds) (2011), Sociodrama in a Changing
World. See www.lulu.com.
Blatner, Adam (2000), Foundations of Psychodrama - History, Theory and
Practice (4th edition). New York: Springer.
Boal, Augusto (translated by Adrian Jackson) (1992), Games For Actors And Non-
Actors. London: Routledge.
Fox, Jonathan (ed) (2008), The Essential Moreno: Writings on Psychodrama, Group
Method, and Spontaneity by J.L. Moreno, M.D.. New Paltz, New York:
Fox, Jonathan (1994), Acts of Service: Spontaneity, Commitment, Tradition in the
Nonscripted Theatre. New Paltz, New York: Tusitala Publishing.
Hale, Ann E. (2012), Three Cyclical Models Which Enhance Consciousness of
Interpersonal Connection. Roanoake, Virginia: International Sociometry
Training Network. See www.sociometry.net or write to firstname.lastname@example.org.
Holmes, Paul, Karp, Marcia, and Watson, Michael (eds) (1994), Psychodrama Since
Moreno: Innovations in Theory and Practice. London: Routledge.
Moreno, J. L. (1993), Who Shall Survive? Foundations of Sociometry, Group
Psychotherapy and Sociodrama (student edition by ASGPP based on second
edition of 1953). Roanoke, Virginia: Royal Publishing Company.
Nerin, William F. (1993), You Can't Grow Up Till You Go Back Home: A Safe
Journey to See Your Parents As Human. New York: Crossroads Publishing
Nerin, William F. (1986), Family Reconstruction: Long Day's Journey into Light.
New York: W. W. Norton & Company.
Nolte, John (2008), The Psychodrama Papers. Hartford, Connecticut: Encounter
Pitzele, Peter A. (1998), Scripture Windows: Toward a Practice of Bibliodrama.
Los Angeles: Torah Aura Productions. www.torahaura.com
Salas, Jo (2013), Improvising Real Life: Personal Story in Playback Theatre. New
Paltz, New York: Tusitala Publishing.
Sternberg, Patricia & Garcia, Antonina (1994), Sociodrama: Who's In Your Shoes?
Westport, Connecticut: Praeger Publishers.
For Further Reading:
Bettinger, Carl (2011), Twelve Heroes, One Voice: Guiding Jurors to Courageous
Verdicts Portland, Oregon: Trial Guides, LLC.
Boal, Augusto (1995), The Rainbow of Desire. London: Routledge.
Hale, Ann E. and Little, Donna (2004), Sociometric Processing of Action Events.
See www.sociometry.net or write to email@example.com or the Toronto
Centre at http://www.tcps.on.ca.
Minkin, Rosalie (2014), Sociodrama For Our Time: Sociodrama Manual. See
www.sociodramainstitute.org/, and to order, contact Edward Schreiber at
White, Liz (2002), The Action Manual: Techniques for Enlivening Group Process
and Individual Counselling. Toronto ON Canada
|Graduate Attributes and Skills
||Research and Inquiry:
Be able to identify define and analyse problems and identify or create processes to solve them.
Be able to exercise critical judgment in creating new understanding.
Be ready to ask key questions and exercise rational enquiry.
Be able to critically assess existing understanding and the limitations of their own knowledge and recognise the need to regularly challenge all knowledge.
Recognise the importance of reflecting on their learning experiences and be aware of their own learning style.
Personal and Intellectual Autonomy:
Be open to new ideas, methods and ways of thinking and feeling.
Be creative and imaginative thinkers and feelers.
Be able to identify processes and strategies for learning.
Be independent learners who take responsibility for their own learning, and are committed to continuous reflection, self-evaluation and self-improvement.
Be able to use collaboration and dialogue to effectively test, modify, and strengthen their own views.
Be able to respond effectively to unfamiliar problems in unfamiliar contexts.
Make effective use of oral, written and visual means to critique, negotiate, create and communicate understanding.
Use communication as a tool for collaborating and relating to others.
Further their leaning through effective use of the full range of communication approaches.
See and value open feedback to inform genuine self-awareness.
Use effective communication to articulate their skills as identified through self-reflection.
Appreciate and use talents constructively.
Be able to create and harness opportunities.
Be responsive to their changing surroundings, being both flexible and proactive.
Have the confidence to make decisions based on their understandings and their personal and intellectual autonomy.
Be able to flexibly transfer their knowledge, learning, skills and abilities from one context to another.
Understand social, cultural, global and environmental responsibilities and issues.
Be able to work effectively with others, capitalizing on their different thinking, experience and skills.
Work with, manage, and lead others in ways that value their diversity and equality and that encourage their contribution to the organization and the wider community.
||University of Edinburgh students will not receive credit for this course
|Course organiser||Ms Christine Price
Tel: (0131 6)51 5097
|Course secretary||Miss Jennifer Tempski
Tel: (0131 6)51 4836