|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||Essay: 2,500 words Semester 1||40%|
|Semester Assessment||Produce a fragment of drama for children and young people lassting 20 minutes Semester 2||50%|
|Semester Assessment||Arrange a school placement and write a journal Semester 1||10%|
|Supplementary Assessment||Essay 2,500 words to a new title|
|Supplementary Assessment||Write a fragment of drama for children and young people (5 minutes) and prepare a presentation for its production (10 Minutes). Reorganize a school placement and write a journal|
On completion of this module, students should be able to:
- Manifest a working knowledge of the primary theatre skills needed to work within the context of drama for children and young people.
- Appraise critically the relationship between the child/young person and the theatre product.
- Understand the distinct traditions and various forms employed in the education and entertainment of children and young people in a variety of contexts.
- Produce, write and perform, with confidence, a piece of drama for children and young people.
- Demonstrate an understanding of the way in which drama can operate in an educational context as a teaching method, a learning experience and an exploration of creativity.
- Understand the specific responsibility of the actor, director, writer and teacher towards children and young people and articulate a mature consideration of the development of the child, both personally and within the school context.
Having recognized the need to address the relationship between the child/young person and the theatre product, the module will offer an opportunity to gain basic competence in the primary theatre skills needed when working within this tradition. The module will include a theoretical and practical exploration of how to involve children and young people in the theatre-making process, many of whom will be first-time theatre-goers or will have never engaged with drama before. Issues considered will cover, child protection issues, time and personnel management, group dynamics and being sensitive to the need of schools. Teaching will be through a series of practical classes and lecture demonstrations, involving the input of guest speakers, such as, experienced theatre and education practitioners, representatives of theatre departments and related organizations.
- The history and development of Drama for children and young people.
- The theory and practice of Theatre in Education.
- The relationship of children and young people's theatre to schools. The growth of non-Education Authority funded companies; cultural diversity.
- The employment of drama in education; the impact of the 1989 Education Reform Act and the National Curriculum. The writings and practice of key theorists working in Drama in education.
- The history and development of the Youth Theatre movement.
- Writing for Children and Young People in the theatre, schools, Youth Theatres and in the Community context.
- The place of the theatre Education Officer as a member of the Marketing Department. His/her role with children and young people, in the development of new audiences.
- The role of the Arts Officer dealing with children and young people in the community context.
- The Manager and Administrator in drama for children and young people; funding and resources; the practical application of the concept of accountability; business planning and budgeting; planning a tour; the needs of schools; marketing and publicity; liaising with schools; copyright and publication; health and safety issues; child and data protection.
- Film, Television and radio drama for children and young people.
- Drama for children and young people in an international context.
- Understanding group dynamics; independent thought within the group; rhythms of work; timing and scheduling.
- Acting and directing skills and techniques; rehearsal and performance strategies and procedures.
- Critical appraisal of drama for children and young people
|Skills Type||Skills details|
|Application of Number||This element will be specifically addressed as part of the module content; budgeting, funding and business planning are a major component of the management and administrative component.|
|Communication||As an integral part of the lectures, practicals, seminars and practical component, communication skills will be continuously assessed. Individual and group communication using written, spoken and physical vocabulary will be developed and explored during the module.|
|Improving own Learning and Performance||Essential to the methodology of the module is the individual student's reflection and evaluation of their own progress concerning the theoretical and practical components of Drama for Children and Young People|
|Information Technology||This is not directly taught as part of the module, nevertheless, students will be expected to use IT in relation to their research skills and have a working knowledge of communication packages.|
|Personal Development and Career planning||Professionally biased, Drama for Children and Young People expects each student to take individual responsibility for physical, visual, verbal and written ideas and prove their efficacy within a public arena. The vocational nature of the module allows each student to consider career options with greater accuracy.|
|Problem solving||Students will be expected to analyze, reflect upon, anticipate and participate in the process of problem solving, which is an inherent constituent of this module. Written work will serve as evidence of the organization of intellectual argument; practical work will also demonstrate fluency in relation to this key skill.|
|Research skills||Developed during the lectures, seminars and practicals, research skills will also be an essential part of the set essay and the development of the practical assessment.|
|Subject Specific Skills||Drama for Children and Young People develops an awareness of a unique branch of theatre studies in a national and international context. By encouraging students to consider working methods and presentation practices, which are a result of translating analytical and theoretical concepts, it is expected that a more sophisticated and mature approach to the form will be evident.|
|Team work||This element will be specifically addressed as part of the module content and assessed in relation to the individual student's contributions to the practical element.|
Reading ListRecommended Text
Nicholson, H (2005) Applied Drama: The Gift of Theatre Palgrave Macmillan Primo search Wood, D, (1998) Theatre for Children: A Guide to Writing, Adapting, Directing and Acting Faber and Faber Primo search
This module is at CQFW Level 5