Details for Curriculum Studies – Drama: Part A
Pre-service teachers will examine theoretical concepts, current pedagogical principles and perspectives and curriculum structures within Drama. Students will also devise a range of learning opportunities for diverse learners to facilitate both individual and collaborative learning through making, performing and appreciating drama in a range of contexts.
- Currently offered by Alphacrucis: Yes
- Course code: CRS431
- Credit points: 10
- Subject coordinator: Jim Twelves
A major in drama including all of the following: performance, production, theory, and, preferably Australian drama. Drama studies must be developed as a discrete discipline.
Vocationally oriented courses are not recognised as equivalent.
The following courses are prerequisites:
Awards offering Curriculum Studies – Drama: Part A
This unit is offered as a part of the following awards:
This subject enables pre-service teachers to establish a knowledge base in the areas of curriculum, pedagogy and assessment in the NESA Drama Years 7-10 and the ACARA The Arts - Drama 7-10 syllabi. It is also designed to develop pre-service teachers’ understanding of contemporary theory, concepts and skills in drama studies as applied in the junior secondary classroom context with a particular focus on cross-curriculum priorities. Pre-service teachers will examine theoretical concepts, current pedagogical principles and perspectives and curriculum structures within Drama and devise a range of learning opportunities for diverse learners to facilitate both individual and collaborative learning through making, performing and appreciating drama in a range of contexts. They will have opportunity to ‘reflect’ on their practice and the impact on competing worldviews, developing a well-researched evidence-based justification for their own approach to teaching secondary Drama.
- With reference to ACARA The Arts – Drama curriculum for Years 7-10 and the NESA Drama Years 7-10 Syllabus as well as Quality Teaching Framework and Great Teaching Inspired Learning demonstrate a detailed understanding of the concepts, theories and pedagogy in teaching Drama to secondary students and implications for Christian and alternate school contexts.
- With reference to the NESA Drama Years 7-10 Syllabus develop student-centred innovative and a well-designed Lesson Sequence that includes ICT content; skills; language, literacy and numeracy demands of the content; the general capabilities and cross curriculum priorities; and identify, apply and assess age appropriate differentiated strategies for the full range of student abilities (supporting their well-being and safety) and diverse backgrounds (multilingual and sociocultural);
- Demonstrate knowledge and understanding of the concepts, substance and structure of the content of Drama Years 7-10 by conducting a micro teaching event that demonstrates communication skills, differentiated strategies for the full range of student abilities (supporting their well-being and safety) and diverse backgrounds (multilingual and sociocultural).
- Drama as a collaborative art. Exploring the historical, physical, verbal, visual and aural dimensions. Christian worldview applied to drama;
- Theoretical studies in drama as an arts discipline and co-curricular activity; past and present social contexts e.g. cross-cultural experience, cultural traditions of Australian Indigenous, Chinese, Indonesian, Islamic, Indian;
- Drama content for years 7-10 – teaching and assessing e.g. improvisation, role-playing both with imaginary and real characters and objects, re-enactment, mime, masks, vocal dynamics and language of drama, symbols and meaning, expressive movement, physical narrative, time in action, tempo and timing, stage craft, creating mood, flashback, exploring own through drama;
- Verbal communication skills, meta-language of drama critique;
- Drama as process and performance. Learning opportunities in preparation. Concept of identify formation and influences on identity formation. Drama as aid to identity formation: Personal, social and cultural.
- Performance and audience interaction, “Reading” an audience. Character identification. Emotional journeys. Drama as information, entertainment, persuasion, and education.
- Classroom control; managing students with challenging behaviours, conflict resolution, group dynamics and moderation, time management,Creating a safe learning environment, e.g. Inclusivity. Duty of Care in regard to equipment set up, student drop off and pick up and transport and after hours rehearsals;
- Principles and practices of assessment and reporting in drama e.g. checklists, scoring rubrics, student log, student/group projects, multimedia recording and portfolios, school-based record keeping and stakeholder communication;
- Performing e.g. individual and small group work, inclusivity and special needs students, class presentations and assemblies, concerts and productions; props and stage work; event management; integration of learning opportunities;
- Resources for drama and theatre studies teaching; impact of digital and technological advances; incorporation of ICT in the classroom; ethical/copyright issues.
This course may be offered in the following formats
- Distance/ Global Online
- Major Essay (35%)
- Lesson Plan Sequence (35%)
- Multimedia Presentation (30%)
- References will include the most current curriculum requirements for schools.
Check with the instructor each semester before purchasing any prescribed texts or representative references