Units

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Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

As a pre-service teacher you require an introduction to the theoretical and practical knowledge, understandings and skills you will need to be an effective Drama practitioner in the complex social, cultural and educational environment of the secondary classroom. This knowledge, understandings and skills will be gained over time and through experience and practice. It will be developed through the three curriculum units with each one providing you with opportunities to increase your breadth and depth of understanding of learning and teaching in Drama.

Aims

The unit aims to prepare you with core understandings and practices of teaching and learning in secondary drama education and to guide you into the special demands of the secondary drama classroom as essential preparation and support for your first field study.

Objectives

On completion of this unit you should be able to:
1. articulate your own emerging philosophy of drama education, EPA 3.2
2. understand the central concepts within relevant syllabus documents especially in relation to outcomes based drama education in years 8 to 10 in The Arts Years 1-10 Syllabus, EPA 3.1
3. identify and lead classroom based activities in the three drama dimensions of forming, presenting and responding EPA's 2.1, 3.1
4. plan and implement lessons using a range of teaching strategies EPA's 3.1, 3.2
5. participate in structured classroom activities as reflective practitioners and generate a range of classroom materials/resources, both Australian and international EPA's 3.3, 1.5

Content

This unit addresses content such as:
- An overview of current drama curriculum documents - National Curriculum: Arts, QCAR Framework and The Senior Drama Syllabus (2007), Queensland Studies Authority
- The central issues pertaining to these documents including how to manifest the spirit of these syllabuses in planning and teaching
- Aesthetic learning theory as the underpinning philosophy for teaching and learning in drama
- Basic drama teaching strategies including questioning, explaining, classroom leadership and workshop facilitation skills
- Planning and implementation of lessons.

Approaches to Teaching and Learning

You will experience a range of teaching strategies - lectures, master classes, workshops, tutorials, group work, and self-directed learning. These are supported by the Blackboard site for this unit, key readings, text books and email.

Assessment

LATE ASSIGNMENTS
An assignment submitted after the due date without an approved extension will not be marked. If you are unable to complete your assignment on time, you should submit on time whatever work you have done.

Faculty Assessment Information
To access the Creative Industries Faculty Assessment Information see the Blackboard site for this unit.FORMATIVE ASSESSMENT
Description: Formative assessment is provided through feedback in tutorial sessions and/or e-mail discussions and through written comments on initial assignment work. Weight: 0%

Assessment name: Essay
Description: (Summative) A written response based on key concepts related to drama education and aesthetic learning. Length: 1,500 words.
Relates to objectives: 1 & 2
Weight: 40%
Internal or external: Internal
Group or individual: Individual
Due date: Mid-semester

Assessment name: Project (Applied)
Description: (Summative) Curriculum Assignment. Lesson design and teaching sequence. Length: 1000 words/15 minutes
Relates to objectives: 3, 4 & 5
Weight: 60%
Internal or external: Internal
Group or individual: Individual
Due date: End of Semester

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Required Texts
Drama Senior Syllabus, (2007) QSA, Brisbane.
KTP201 Book of Readings
Clausen, M. (2004) Centre Stage: Creating, Performing and Interpreting Drama, Heinemann, Australia
Tourelle, L. & McNamara, M. (1998) Performance: A practical approach to Drama, Heinemann, Australia

Recommended References
Stinson, M. & Wall, D. (2003) Book 1 Dramactive,McGraw Hill Education, Australia
Stinson, M. & Wall, D. (2005) Book 2 Dramactive,McGraw Hill Education, Australia
Abbs, P. (Ed.). (1987). Living powers: The arts in education, Falmer Press, London.
Abbs, P. (1989). A is for aesthetic, Falmer Press, London.
Kempe, A. & Nicholson, H. (2001) Learning to Teach Drama 11 - 18, Continuum, London.
McLean, J. (1996) An Aesthetic Framework in Drama: Issues and Implications, NADIE, Australia.
Nicholson, H. (2000) Teaching Drama 11-18, Continuum, London.
Taylor, P. (2000) The Drama Classroom: Action, Reflection, Transformation, Routledge Falmer, London.

Journals
ADEM Australian Drama Education Magazine
NJ The Journal of Drama Australia
Drama Queensland Says, The Journal of Drama Queensland

Risk assessment statement

Workshop activities could include a low level of risk associated with minor falls, trips and slips. Every effort is made by Performance Studies staff at QUT to ensure that you work in a safe environment. You are expected to follow all safety rules and directions, and to ensure you do not put at risk the safety of others in any way.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 04-Oct-2012