EDF5129 · Drama, movement and theatre studies in secondary years A

Overview

This unit addresses the theory and practice of secondary school drama education. Drawing on a range of national and international research in the area of drama education, it introduces you to the cognitive and pedagogical skills and theoretical and practice-based knowledge and understandings of the broad field of drama education. It prepares you to plan for drama teaching and learning that will engage diverse secondary student learners. You will critically examine relevant state and national curriculum documents. Working collaboratively and independently, you will explore, analyse, synthesise and apply a range of theoretical, philosophical and pragmatic perspectives on drama education.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

The Handbook lists no prerequisite, corequisite or prohibition for this unit.

Learning outcomes

1. take a critical position with respect to fundamental scholarly concepts in drama education
2. begin to understand and critically interpret relevant curriculum documents
3. plan purposefully for student learning in secondary drama contexts
4. begin to understand a variety of assessment strategies to evaluate diverse student learning and development in drama
5. begin to enact a range of planning and teaching strategies in order to meet the needs of a diverse range of student learners
6. begin to adopt and enact a reflective approach to continuous professional development as a professional drama educator.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 24 hours* of scheduled learning delivered on campus via weekly/regular directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement. *Subject to variation due to professional experience requirements.

Student experience, not official rules. Nothing here changes what the Handbook says.