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  2. Drama as Discovery [DST1100]

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

    Drama as Discovery

  • Unit Code

    DST1100

  • Year

    2016

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit aims to enhance the student's personal awareness, empathy, imagination and creative ideas through exercises in play, rehearsal process and improvisation. The unit also provides and introduction to role play in rehearsal as a means of devising theatre & building character.

Learning Outcomes

On completion of this unit students should be able to:

  1. Demonstrate skills in voice, movement, use of space.
  2. Exhibit an awareness of self and respond to group dynamics.
  3. Give form to improvisation by using theatrical devices in performance.
  4. Perform a rehearsed structured scene of their own devising.
  5. Use through practical exercises role play as a means of exploring personal creativity.

Unit Content

  1. An introduction to theatre/rehearsal devices to give structure to improvisation, e.g., developing a plot, exposition, climax, audience awareness.
  2. Improvisation from spontaneous role-play to structured scene using interpersonal relations, co-operative problem solving and genre.
  3. Performance of a structured and rehearsed improvisation from students own devising.
  4. Relaxation, concentration, exercises in group dynamics and sensory awareness.
  5. Skill development in the areas of voice and movement, role playing and characterization.
  6. Use of music, props, costume, to create dramatic focus.

Additional Learning Experience Information

Workshops and discussions.

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
Creative WorkImprovisation: Performance skills40%
PerformanceDevised performance60%

Text References

  • ^ Burton. B. (2004). Creating drama. (2nd ed.). Melbourne: Pearson.
  • Bray, E. (1991). Playbuilding. Sydney: Currency Press.
  • Errington, E. (1992). Towards a socially critical drama education. Geelong: Deakin.
  • Hamilton, J. (1992). Drama and learning: A critical review. Geelong: Deakin University.
  • James, R. & Williams, P. (1981). A guide to improvisation. Banbury, England: Kimba Press.
  • Johnston, K. (1979). Impro. New York: Theatre Arts Books.
  • Lewis, R. (1981). Active Drama. Sydney: Heinemann Educational.
  • Moore, P. (1988). When are we going to have more drama? Melbourne: Thomas Nelson.
  • Neelands, J. (1984). Making sense of drama. London: Heinemann.
  • Needlands, J. (2004). Structuring drama work. UK: Cambridge.
  • O'Neill, C. (1995). Drama worlds: A framework for process drama. Heinemann.
  • O'Neill, C. (1994). Drama structures: A practical handbook for teachers. Heinemann Education.
  • Polsky, M. (1980). Let?s improvise. New Jersey: Prentice Hall.
  • Rosenberg, H.S. (1987). Creative drama and imagination: Transforming ideas into action. New York: Holt, Rinehart & Winston.
  • Taylor, P., & Warner, C. (Eds.). (2006). Structure and spontaneity: The process drama of Cicilly O'Neill. London: Trentham Books.
  • Bolton, G. Acting in classroom drama.

^ Mandatory reference

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.

DST1100|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

    Drama as Discovery

  • Unit Code

    DST1100

  • Year

    2016

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit aims to enhance the student's personal awareness, empathy, imagination and creative ideas through exercises in play, rehearsal process and improvisation. The unit also provides and introduction to role play in rehearsal as a means of devising theatre & building character.

Learning Outcomes

On completion of this unit students should be able to:

  1. Demonstrate skills in voice, movement, use of space.
  2. Exhibit an awareness of self and respond to group dynamics.
  3. Give form to improvisation by using theatrical devices in performance.
  4. Perform a rehearsed structured scene of their own devising.
  5. Use through practical exercises role play as a means of exploring personal creativity.

Unit Content

  1. An introduction to theatre/rehearsal devices to give structure to improvisation, e.g., developing a plot, exposition, climax, audience awareness.
  2. Improvisation from spontaneous role-play to structured scene using interpersonal relations, co-operative problem solving and genre.
  3. Performance of a structured and rehearsed improvisation from students own devising.
  4. Relaxation, concentration, exercises in group dynamics and sensory awareness.
  5. Skill development in the areas of voice and movement, role playing and characterization.
  6. Use of music, props, costume, to create dramatic focus.

Additional Learning Experience Information

Workshops and discussions.

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
Creative WorkImprovisation: Performance skills40%
PerformanceDevised performance60%

Text References

  • ^ Burton. B. (2004). Creating drama. (2nd ed.). Melbourne: Pearson.
  • Bray, E. (1991). Playbuilding. Sydney: Currency Press.
  • Errington, E. (1992). Towards a socially critical drama education. Geelong: Deakin.
  • Hamilton, J. (1992). Drama and learning: A critical review. Geelong: Deakin University.
  • James, R. & Williams, P. (1981). A guide to improvisation. Banbury, England: Kimba Press.
  • Johnston, K. (1979). Impro. New York: Theatre Arts Books.
  • Lewis, R. (1981). Active Drama. Sydney: Heinemann Educational.
  • Moore, P. (1988). When are we going to have more drama? Melbourne: Thomas Nelson.
  • Neelands, J. (1984). Making sense of drama. London: Heinemann.
  • Needlands, J. (2004). Structuring drama work. UK: Cambridge.
  • O'Neill, C. (1995). Drama worlds: A framework for process drama. Heinemann.
  • O'Neill, C. (1994). Drama structures: A practical handbook for teachers. Heinemann Education.
  • Polsky, M. (1980). Let?s improvise. New Jersey: Prentice Hall.
  • Rosenberg, H.S. (1987). Creative drama and imagination: Transforming ideas into action. New York: Holt, Rinehart & Winston.
  • Taylor, P., & Warner, C. (Eds.). (2006). Structure and spontaneity: The process drama of Cicilly O'Neill. London: Trentham Books.
  • Bolton, G. Acting in classroom drama.

^ Mandatory reference

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.

DST1100|1|2