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Theatre Practice I: Applied Drama

Module description

This module provides an opportunity for you to develop an understanding of a range of applied theatre approaches. Through taught sessions and supported project work you will explore ways in which applied drama/theatre practitioners work with a range of groups. The focus is on both building your awareness of the appropriate application of drama tools and skills in different settings and exploring the role of the facilitator. All students undertake a project in groups. Previous groups have worked with young offenders, young people excluded from school, adults with learning disabilities and others.

The module is suitable for students with interest in the use of drama and theatre within field of education, healthcare, social work and youth and community work. 

Students following this module will also be required to complete a DBS enhanced disclosure.

Module aims - intentions of the module

The module aims to:

• Provide an opportunity for you to apply your drama skills within non-traditional theatre contexts
• Create appropriate applications of drama in those contexts
• Explore questions and issues raised by the expectations and demands of the role of the applied drama worker

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

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

• 1. Develop an advanced understanding of the ways in which drama and theatre can be used to build dialogue with groups in the wider community, in particular with those who experience social exclusion
• 2. Develop an informed awareness of the issues involved in applied drama work and an appreciation of what it means to be responsive in this context. Gain a critical awareness of the skills necessary for effective facilitation in the field of applied drama
• 3. Gain a critical awareness of the skills necessary for effective facilitation in the field of applied drama
• 4. Work creatively within a range of community settings and expectations

ILO: Discipline-specific skills

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

• 5. Contribute research to small groups in effective presentations, evaluate visual evidence and develop advanced confidence in the ability to analyse, critique and manipulate complex material
• 6. Work effectively with others in small task-oriented groups; initiate and sustain creative, analytic, and interpretative work
• 7. 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...

• 8. Develop advanced personal research skills using personal initiative; set personal objectives that are linked to a sense of challenge and extending boundaries. Identify and evaluate personal learning strategies that are self-critical as much as self-reflective
• 9. Develop group cooperation skills, including the ability to give and receive constructive critical feedback, and improve communication skills and advanced analytic abilities in discussions
• 10. Collaborate in various groups and group sizes, to learn elements of teamwork and presentation, to negotiate and manage conflict when appropriate and to demonstrate leadership skills when appropriate
• 11. Balance self-direction and collaborative work. Adapt and design working methods for each new situation. Self-management, collaborative working skills, problem solving, critical analysis and valuing own and others' ideas and beliefs

Syllabus plan

Whilst the content may vary from year to year, it is envisioned that from the start you will work as part of a small team on a project. This Project is a series of assignments that include

• Researching a community context
• Devising and facilitating an appropriate performance/drama/digital offering
• Implementing it in the community or for that partner/setting
• Project Pitch and individual facilitation: students work in small groups and cover between them a minimum of 3 resources relating to their project setting

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

Basic reading:

• Baim, C. and Brookes, S and Mountford, A. (2002) The Geese Theatre Handbook: Drama with Offenders and People at Risk , Winchester: Waterside Press.
• Cohen-Cruz, Schutzman (2006) A Boal Companion: Dialogues on theatre and cultural politics, Routledge.
• Diamond, David (2007) Theatre for Living: the art and science of community based dialogue, Trafford Publishing.
• Johnston, C. (1998) House of Games: Making Theatre from Everyday Life, London: Nick Hern Books.
• Nicholson, H. (2005) Applied Drama, the gift of theatre, Palgrave.
• Rohd, M. (1998) Theatre for Community, Conflict and Dialogue: The Hope is Vital Training Manual, Heinemann.
• Taylor, Philip (2003) Applied Theatre: Creative Transformative Encounters in the Community, Heinemann.
• Thompson, James (2003) 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=11172
  

Key words search

Applied Drama, Applied Theatre, youth, facilitation, socially engaged, co-creation, community, participation, education