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

This unit is the final drama curriculum unit for you as a graduating drama teacher. In this third curriculum unit you will expand on the knowledge and understandings gained from Drama Curriculum Studies I and 2. It provides you with the opportunity to articulate a wide range of teaching skills that are essential for interpreting and managing in a variety of arts contexts in school and industry. In line with the Queensland College of Teachers Professional Standards, students will work individually and in professional teams to create curriculum documents. The focus for the unit will be on assessment and building a school drama work-program based on syllabus documents. Building on your knowledge of assessment from earlier units, this unit will deepen your understanding of the principles of assessment and of two different assessment processes - outcomes-based assessment and criterion-based assessment. Emphasis will be placed on planning an integrated assessment program, on assessment implementation and on a variety of reporting procedures. Planning a full drama program is an appropriate culmination of your previous work in planning drama units. By developing an awareness of cultural policy and its impact on youth culture, you will be able to more confidently articulate your drama education philosophy and make informed curriculum selections based on your wider knowledge of the position of young people within our Australian culture. This unit will facilitate a broader understanding of the various educational and arts contexts that impact upon and support drama teaching and learning such as Queensland Studies Authority, Drama State Review Panel, Drama Queensland, Drama Australia, theatre companies, Youth Arts Queensland, Queensland Arts Council, etc. Within this unit, you will also have the opportunity to develop deeper understanding of current state, national and global educational issues and priorities and their impact in drama education.

Aims

This unit aims to prepare you for the complexity of secondary drama teaching. With a particular emphasis on professional preparedness, this unit aims to support your development as a competent, confident, skilled curriculum developer and reflective practitioner.

Objectives

On completion of this unit you should be able to:
1. Design and implement assessment instruments and assessment programs EPA 3.4
2. Construct challenging and innovative drama programs for various levels of secondary schooling EPA's 3.1, 3.2
3. Competently apply a variety of teaching strategies and approaches that promote equity and social justice, to a fuller range of content areas, to assist you to become independent learners EPA's 3.3, 3.1
4. Establish effective learning environments both within the classroom and through informed use of other learning contexts such as theatre companies, artists in residence, touring programmes etc. EPA's 2.1, 2.5
5. Demonstrate familiarity with a wide range of teaching and learning resources for drama (including professional associations, software packages, www, and new media technologies) EPA's 2.4, 3.3
6. Analyse local, national and global educational issues that are influencing drama education EPA 2.5

Content

This unit addresses content such as:
- assessment
- program writing
- essential learnings
- local, national and global educational issues
- incorporation of other learning contexts into the curriculum
- building resources including new technologies
- teaching strategies and pedagogical content knowledge.

Approaches to Teaching and Learning

You will experience a range of teaching and learning strategies in this unit through workshops, working in professional teams and self-directed learning. These strategies will be augmented by the use of skype, email and library. This unit will be delivered in an intensive mode to model professional education settings.

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
Formative assessment is provided through feedback in tutorial sessions and/or e-mail discussions and through written comments on initial assignment work. Weight: 0%

SUMMATIVE ASSESSMENT
The summative assessment for this unit will provide you with opportunities to demonstrate the unit outcomes.

Assessment name: Professional Plans
Description: A Course Overview for a Years 9 or 10 Drama Program.
Relates to objectives: All
Weight: 40%
Internal or external: Internal
Group or individual: Group
Due date: Mid Semester

Assessment name: Professional Plans
Description: Year 11/12 Drama Program including Assessment Overview and Task.
Relates to objectives: All
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.
Drama Curriculum 3 Book of Readings (available KG QUT bookshop)
Dramatexts: Creative practice for senior drama students (2009), Jacaranda, Australia.

Key Readings from KG Bookshop
Stinson, M. & Wall, D. (2003) Book 1 Dramactive, McGraw Hill Education, Australia.
Stinson, M. & Wall, D. (2004) Book 2 Dramactive, McGraw Hill Education, Australia.

Recommended References
Burton, B. (2004) Creating Drama, Pearson Education, South Melbourne.
Gadaloff, J. (1998) Springboards: Australian Drama 2, Jacaranda, Brisbane.
Nicholson, H. (2000) Teaching Drama 11 ? 18, Continuum, London.
Physical Theatre Performance and Pre-text: CDROM (2004), Drama Queensland.

Journals
ADEM Australian Drama Education Magazine
NJ The Journal of Drama Australia
Drama Queensland Says, The Journal Of Drama Queensland (formerly QADIE)
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