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  2. Teaching Secondary Drama [DSE4110]

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Teaching Secondary Drama

  • Unit Code

    DSE4110

  • Year

    2016

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    10

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit provides and develops strategies for teaching and learning through Drama. Students engage (through participation, reflection and application) in drama processes to explore ideas, identities and feelings using a range of skills and knowledge of techniques. An aesthetic understanding and knowledge of key practices are explored through the drama process. The unit covers drama as a learning process that can be used across the secondary curriculum within an outcomes framework.

Non Standard Timetable Requirements

Both on-campus and residency mode of delivery available. Selected Pre-service Teachers may complete some aspects of the unit within the residency schools as part of the residency mode.

Equivalent Rule

Unit was previously coded DSE4200

Learning Outcomes

On completion of this unit students should be able to:

  1. Apply drama skills and processes within an outcomes approach to Arts Education.
  2. Create a lower secondary Drama Program.
  3. Critically reflect on their work and the work of others through self and peer assessment exercises; and,
  4. Demonstrate the use of drama in education by participating in practical drama workshops.
  5. Develop a structure that supports lower secondary students participating, creating, expressing and reflecting in personal, social and cultural contexts.
  6. Discuss the use of drama as an experiential learning process to create, convey and contextualise meaning.
  7. Use drama as a means to engage the learner in problem solving.

Unit Content

  1. Devising Strategies.
  2. Dramatic play/imagination.
  3. Mantle of the Expert.
  4. Role play.
  5. Still Image.
  6. Teacher in role.
  7. Writing in Role.

Additional Learning Experience Information

Workshops and lectures.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentPlanning and Assessing in Drama60%
Tutorial PresentationMicro-teaching40%

Text References

  • O?Toole, J & Dunn, J. (2002). Pretending to Learn. Australia:Longman.
  • Wagner, B. (1998). Educational drama and language arts: What research shows. Portsmouth, NH: Heinemann.
  • O'Neill, C., (1995). Drama Worlds: A Framework for Process Drama . Portsmouth, NH: Heinemann.
  • Neelands, J. (1990). Structuring drama work. Cambridge: Cambridge University Press.
  • Boal, A. (1992). Games for actors and non-actors. London: Routledge.
  • Haseman, B. & O'Toole, J. (1987). Dramawise. London: Edward Arnold.
  • Neelands, J. (1992). Learning through imagined experience: The role of drama in education. Britain: Hodder and Stoughton.
  • Bolton, G. (1984). Drama as education: An argument for placing drama at the centre of the curriculum. London: Longman.
  • Bolton, G. (1992). New perspectives in classroom drama. Great Britain: Simon & Schuster Education.
  • Hamilton, J. (1992). Drama and learning: A critical review. Geelong: Deakin University Press.

Journal References

  • NJ Drama Australia Journal (Formally N.A.D.I.E )

Website References

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

DSE4110|1|1

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Teaching Secondary Drama

  • Unit Code

    DSE4110

  • Year

    2016

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    10

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit provides and develops strategies for teaching and learning through Drama. Students engage (through participation, reflection and application) in drama processes to explore ideas, identities and feelings using a range of skills and knowledge of techniques. An aesthetic understanding and knowledge of key practices are explored through the drama process. The unit covers drama as a learning process that can be used across the secondary curriculum within an outcomes framework.

Non Standard Timetable Requirements

Both on-campus and residency mode of delivery available. Selected Pre-service Teachers may complete some aspects of the unit within the residency schools as part of the residency mode.

Equivalent Rule

Unit was previously coded DSE4200

Learning Outcomes

On completion of this unit students should be able to:

  1. Apply drama skills and processes within an outcomes approach to Arts Education.
  2. Create a lower secondary Drama Program.
  3. Critically reflect on their work and the work of others through self and peer assessment exercises; and,
  4. Demonstrate the use of drama in education by participating in practical drama workshops.
  5. Develop a structure that supports lower secondary students participating, creating, expressing and reflecting in personal, social and cultural contexts.
  6. Discuss the use of drama as an experiential learning process to create, convey and contextualise meaning.
  7. Use drama as a means to engage the learner in problem solving.

Unit Content

  1. Devising Strategies.
  2. Dramatic play/imagination.
  3. Mantle of the Expert.
  4. Role play.
  5. Still Image.
  6. Teacher in role.
  7. Writing in Role.

Additional Learning Experience Information

Workshops and lectures.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentPlanning and Assessing in Drama60%
Tutorial PresentationMicro-teaching40%

Text References

  • O'Neill, C., (1995). Drama Worlds: A Framework for Process Drama . Portsmouth, NH: Heinemann.
  • Neelands, J. (1992). Learning through imagined experience: The role of drama in education. Britain: Hodder and Stoughton.
  • Wagner, B. (1998). Educational drama and language arts: What research shows. Portsmouth, NH: Heinemann.
  • Neelands, J. (1990). Structuring drama work. Cambridge: Cambridge University Press.
  • Hamilton, J. (1992). Drama and learning: A critical review. Geelong: Deakin University Press.
  • Boal, A. (1992). Games for actors and non-actors. London: Routledge.
  • Haseman, B. & O'Toole, J. (1987). Dramawise. London: Edward Arnold.
  • O?Toole, J & Dunn, J. (2002). Pretending to Learn. Australia:Longman.
  • Bolton, G. (1984). Drama as education: An argument for placing drama at the centre of the curriculum. London: Longman.
  • Bolton, G. (1992). New perspectives in classroom drama. Great Britain: Simon & Schuster Education.

Journal References

  • NJ Drama Australia Journal (Formally N.A.D.I.E )

Website References

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

DSE4110|1|2