Units

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Sample subject outline - Semester 2 2013

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

Rationale

NB: Information in this Unit Outline is subject to change prior to commencement of semester

In this second curriculum unit you will build and expand on the knowledge and understandings gained from Drama Curriculum Studies One. You will explore in more depth theoretical approaches to drama education and you will be encouraged to integrate theory and practice in relation to your own development as teacher artist and to developing a workable aesthetic for the classroom. The unit aims to develop you as a critically reflective practitioner, giving you the skills to reflect on your own classroom practice and that of others. Whilst you will deepen your knowledge and understanding of both Queensland syllabus documents, a special emphasis in this unit will be placed on the Drama Senior Syllabus 2007 and on unit writing. You will explore a variety of ways of planning on a variety of levels from planning a lesson, to planning a term or semester unit, to incorporating assessment. You will expand your repertoire of teaching strategies and gain in confidence in leading and facilitating drama learning experiences in forming, presenting and responding to drama.

Aims

The aim of this unit is to provide you with opportunities to become learner-centred in your planning and teaching skills, to plan for aesthetic learning and assessment, to develop as a critically reflective practitioner and teacher artist, and to confidently incorporate new technologies into planning and implementing curricular experiences.

Objectives

On successful completion of this unit, you should be able to:
1. Articulate a clear and justified philosophical position on drama teaching, informed by theoretical understandings and classroom practice
2. Critically reflect and appraise your own learning, your classroom practice and that of others
3. Actively observe a learning situation recognising and evaluating the strategies and techniques being used
4. Devise innovative and challenging units of work and assessment opportunities that demonstrate an ability to understand and interpret relevant syllabus documents, principles of assessment and the needs of learners at different levels
5. Implement and evaluate lessons/units using a range of teaching strategies, a variety of learning experiences, and the considered use of resources
6. Understand and apply appropriate software and the worldwide web to support curricula planning.

Content

Major topics to be covered in this unit:
- The concept of the reflective practitioner and teacher artist.
- Models of excellent teaching practice.
- Developing a philosophical educational orientation in the selection and teaching of the curricular.
- Planning units, lessons and assessment based on syllabus documents.
- Drama Senior Syllabus 2007.
- Teaching strategies and techniques for creating an aesthetic learning environment.
- Models of excellent practice.
- New technologies for the drama classroom.

Approaches to Teaching and Learning

A range of teaching and learning approaches are utilised in this unit. The lecture and tutorials complement each other combining experiential and inquiry based learning experiences with theory. You will have the opportunity to observe and/or participate in workshops and masterclasses - models of teaching practice - conducted by key drama teacher artists. These are supported by the on-line teaching site, key readings and email. You will be required to work autonomously and collaboratively in small groups.

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 please refer to the Blackboard site for this unit.FORMATIVE ASSESSMENT
Formative assessment is provided through feedback in tutorial sessions and/or e-mail discussions and through written comments on initial assignment work. Weight: O%

SUMMATIVE ASSESSMENT
To obtain a Pass grade in this unit, you must complete and submit all assessment items. The summative assessment for this unit will provide you with opportunities to demonstrate the unit's objectives.

Assessment name: Essay
Description: Teacher as artist and reflective practitioner. Critical reflection and evaluation of practice. Length: 2000 words.
Relates to objectives: 1, 2, 3, 5
Weight: 40%
Internal or external: Internal
Group or individual: Individual
Due date: End of Semester

Assessment name: Project
Description: Curriculum Design Project based on the Senior Drama Syllabus (2007). Length: 1,500 words. Approximate due date, week 9.
Relates to objectives: 4, 6
Weight: 60%
Internal or external: Internal
Group or individual: Individual
Due date: Late 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

Prescribed Texts (available KG Bookshop)
Drama Senior Syllabus, Queensland Studies Authority, Brisbane (2007).
KTB202 Drama Curriculum Studies 2 Book of Readings (Available KG QUT Bookshop).
Strube, H. et al (2009) Dramatexts: creative practice for senior drama students, Jacaranda, Asutralia.

Recommended Texts(limited numbers available KG Bookshop)
Burton, B. (2001) Living Drama, Longman, Australia.
Clausen, M (2004) Centre Stage, Heinemann, Australia.
Crawford, Hurst, Lugering, Wimmer (2003) Acting in Person and in Style in Australia, McGraw Hill, Australia.
Stinson, M. & Wall, D. (2004) Book 2 Dramactive, McGraw Hill Education, Australia.
Tourelle, L. and McNamara, M. (1998) Performance: a practical guide to drama, Heinemann, Australia.

Others
Anderson, M., Cameron, D., Carroll, J. (2009) Drama Education with Digital Technology, Continuum International, London. [electronic resource]
Gadaloff, J. (1998) Springboards, Jacaranda, Brisbane.
Gadaloff, J. (1991) Australian Drama, Jacaranda, Brisbane.
Kempe, A. & Nicholson, H. (2001) Learning to Teach Drama 11 - 18, Continuum, London.
Lewis, M. & Rainer, J. (2005) Teaching Classroom Drama and Theatre: practical projects for secondary schools, Routledge, London.
Neelands, J. & Dobson, W.(2000) Drama and Theatre Studies as AS/A level, Hodder & Stoughton, UK.
Nicholson, H. (2000) Teaching Drama 11 - 18, Continuum, London.
Norris, J., McCammon, L., & Miller, C. (Eds.). (2000). Learning to teach drama - A case narrative approach. Portsmouth, NH : Heinemann.
Physical Theatre Performance and Pre-text: CDROM, Drama Queensland, 2004.
Taylor, P. (2000) The Drama Classroom: Action, Reflection, Transformation , Routledge Falmer, London.

Journals
ADEM Australian Drama Education Magazine
NJ Journal of Drama Australia
Drama Queensland Says, Journal of Queensland Drama Educators
RIDE research in Drama Education.

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: 27-Mar-2013