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Applied Drama: Interactive Theatre

Module description

The key focus of this module is on Interactive Theatre, which is one form of applied drama. Within this form there are a range of dramatic approaches and structures used by different theatre companies and practitioners. The module looks at ways of employing these within an educational setting. We will focus on Theatre in Education (TIE) and Drama in Education (DIE), with a particular focus on Dialogic Practice.

You will be introduced to this in studio sessions taught by the module tutor. You will also research and present on an example of Applied Theatre practice within the work of a contemporary theatre company.

In small groups (of 3 or 4), students then research a specified area (either an identified audience or an issue/topic) and create an Interactive Programme. This programme will be presented, either via performance or digital presentation toward the end of term.

Past programmes have included a multi-sensory performance for pre-school children, drama workshops to support the PSHE curriculum in secondary school, and Theatre-in-Education performances on a range of subjects.

All these areas of interest were identified and researched by the students.

Module aims - intentions of the module

The module aims to:

• research a specific area of societal activity
• create an interactive theatre programme based on that research
• perform the programme
• evaluate its success
• reflect on the experience with a view to consolidating the learning achieved

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

• 1. Demonstrate theoretical and practical knowledge of certain aspects of interactive theatre as defined within the field of Applied Drama

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

• 2. Relate to others in theatrical processes and performances; to work effectively with others in small task-orientated groups and to initiate and sustain creative, analytic and interpretative work within strict time limits and basic technical competence
• 3. Utilise research tools effectively and to translate theory into practice
• 4. Apply library and IT skills in independent additional research
• 5. Explore theoretical concerns through practice, and vice versa, and to synthesise findings in practical and written tasks. The ability to interpret research into physical practice and vice versa

ILO: Personal and key skills

On successfully completing the module you will be able to...

• 6. Develop group cooperation skills, including the ability to give and receive constructive critical feedback and to improve communication skills and analytic abilities in discussions
• 7. Develop confidence in performance skills and public presentation, both of dramatic practice and researched material
• 8. Collaborate in various groups and group sizes, to learn elements of teamwork and presentation

Syllabus plan

Whilst the content may vary from year to year, it is envisioned that during the module you will:

• Develop an initial scenario
• Develop a suitable interactive theatre structure and relevant facilitation skills
• Participate in a group that will create a proposed pilot  term, either in a live or digital format
• Conduct a full evaluation of the programme in relation to its aims

Learning activities and teaching methods (given in hours of study time)

Details of learning activities and teaching methods

Formative assessment

Summative assessment (% of credit)

Details of summative assessment

Details of re-assessment (where required by referral or deferral)

Re-assessment notes

Deferral – if you miss an assessment for certificated reasons judged acceptable by the Mitigation Committee, you will normally be either deferred in the assessment or an extension may be granted. The mark given for a re-assessment taken as a result of deferral will not be capped and will be treated as it would be if it were your first attempt at the assessment.

Referral – if you have failed the module overall (i.e. a final overall module mark of less than 40%) you will be required to submit a further assessment as necessary. If you are successful on referral, your overall module mark will be capped at 40%.

Indicative learning resources - Basic reading

• Baim, C. (2020) Staging the Personal: A Guide to Safe and Ethical Practice. 2020 edition. London, United Kingdom: Palgrave Macmillan UK.
• Cohen-Cruz, J. (2012) Engaging Performance: Theatre as Call and Response. Routledge.
• Jackson, A. and Vine, C (Eds) (2013) Learning Through Theatre: The Changing Face of Theatre in Education (Third Edition). Routledge.
• Snyder-Young, D. (2013) Theatre of Good Intentions: Challenges and Hopes for Theatre for Social Change. London, United Kingdom: Palgrave Macmillan UK.
• Thompson, J. (2012) Applied Theatre: Bewilderment and Beyond. Peter Lang.

Indicative learning resources - Web based and electronic resources

• ELE – https://vle.exeter.ac.uk/course/view.php?id=11509
  

Key words search

Drama in Education, Theatre in Education, Applied Theatre, socially engaged