Outline

Overview

This unit of study is the initial Drama Curriculum (method) course unit for prospective secondary Drama teachers who are in the third year of the combined BEd/BA degree program. The unit introduces the teaching Drama 7-12, with a focus on Stages 4 and 5. Students will examine the history of drama education, examine teaching strategies for playbuilding and key forms of drama. Students will begin to develop their own personal style of teaching. The emphasis in this course is upon the teaching of Drama related to the NSW Year 7 - 10 Drama Syllabus.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	72 credit points, including 12 Senior credit points from Performance Studies
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Michael Anderson, michael.anderson@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	7-10 drama teaching program n/a	60%	-	3500 words
Outcomes assessed:
Assignment	Critical reflection on drama in schools 1. Critical reflection on drama in schools	40%	Week -04 Due date: 01 May 2020 at 23:00	2500 words
Outcomes assessed:

Assessment summary

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Overview of Drama across the curriculum. Overview of K-12 Creative Arts syllabusses (including the drama learning continuum Drama K-12). Years 7-10 Drama Syllabus including outcomes and content related to Life Skills. The elements of drama. Drama in 2020- online education. Challenges and possibilities in this new world context and the importance of creativity in virtual learning. Discussion of both assignments due for this course.	Workshop (4 hr)
Week 02	Overview of Stages 4 and 5 (Years 7-10) drama syllabus. Historical perspectives on drama in NSW schools. Dramatic contexts Stage 4 and 5. Guest zoom Debra Griifiths (ex drama consultant and one of the founders of the drama curriculum in NSW schools).	Workshop (4 hr)
Week 03	Overview of the ways Aboriginal and Torres Strait Island perspectives are taught through drama curriculum K-12. Cindy Pecovnik and guests	Workshop (4 hr)
Week 04	Visits (via zoom) from drama teachers working online in schools to discuss current teaching practices and how they are managing the shift fulfilling the Performing, Making and Appreciating mandatory elements of the course. Lesson and unit planning in Stage 4 and 5. Assessment practices for drama Stage 6 syllabus overview. Scaffolding stages 4 and 5 to meet the demands of Stage 6.	Workshop (4 hr)
Week 05	Guest Anthony Quelch. Facilitating effective group work in the drama classroom using Information and Communications Technology (ICT's). Numeracy and literacy in the drama classroom. Discussion of assignment due on May 31 (6 x 1 hour lessons for Year 9).	Workshop (4 hr)
Week 06	Guest- DiAnne McDonald – previous Chief Examiner of HSC drama and Head of Drama at Brigidine College, St Ives. Assessing and responding critically to performance. Assessment in the Stage 6 Drama Syllabus (HSC) and Years 7-10 Drama Syllabus. Report on task creations of ICT, numeracy and literacy, etc. Looking ahead- scaffolding & applying knowledge from Stage 4 and 5 (and 3 and under) into preliminary and HSC Drama. Review of unit.	Workshop (4 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

About the recommended readings

These recommended readings form the basis of a scholarly understanding of drama education history, theory and practice. We expect that in addition to the required weekly readings, students will engage with several of these recommended readings over their three drama curriculum units.

Recommended readings

Abbs, P. (2003). Against the flow: Education, the arts and postmodern culture. London: Routledge Falmer.

Anderson, M. (2006). Solo: A guidebook for individual performers. Sydney: Currency Press.

Anderson, M. (2008). Performances, technology and emerging opportunities for drama in English. In M. Anderson, J. Hughes, & J. Manuel (Eds.), Drama and English teaching: Imagination, action and engagement (pp. 120-132). Melbourne: Oxford University Press.

Anderson, M., Carroll, J., & Cameron, D. (Eds.). (2009). Drama education with digital technology. London: Continuum.

Anderson, M., Hughes, J., & Manuel, J. (Eds.). (2008). Drama and English teaching: Imagination, action and engagement. Melbourne: Oxford University Press.

Anderson, M., & Jefferson, M. (2009). Teaching the screen. Sydney: Allen & Unwin.

Boal, A. (1992). Games for actors and non-actors. London: Routledge.

Boal, A. (1995). The rainbow of desire. London: Routledge.

Board of Studies NSW. (2000). Drama Stage 6 Syllabus. Retrieved December 20, 2009, from www.boardofstudies.nsw.edu.au/syllabuses/syllabus_list.html

Bolton, G. (1979). Towards a theory of drama in education. Essex: Longman.

Bolton, G. (1998). Acting in classroom drama. Staffordshire: Trentham Books.

Brook, P. (1968). The empty space. London: Penguin.

Carrol, J., Anderson, M., & Cameron, D. (2006). Real players? Drama, technology and education. Stoke on Trent: Trentham Books.

Haseman, B., & O’Toole, J. (1986). Dramawise: An introduction to the elements of drama. Richmond: Heinemann.

Hatton, C., & Anderson, M. (Eds.). (2004). The state of our art: NSW perspectives in educational drama. Sydney: Currency Press.

Kempe, A., & Nicholson, H. (2007). Learning to teach drama 11-18. London: Continuum.

Manuel, J., & Anderson, M. (2008). Assessing Drama in English. In M. Anderson, J. Hughes, & J. Manuel (Eds.), Drama and English teaching: Imagination, action and engagement (pp. 212-225). Melbourne: Oxford University Press.

Mooney, M., & Nicholls, J. (2004). Drama Journeys: Inside drama learning. Sydney: Currency Press.

Morgan, N., & Saxton, J. (1987). Teaching drama: A mind of many wonders. London: Hutchinson.

Neelands, J., & Goode, T. (2000). Structuring drama work: A handbook of available forms in theatre and drama. Cambridge: Cambridge University Press.

Nicholson, H. (2009). Theatre & education. Basingstoke: Palgrave Macmillan.

O'Toole, J. (1992). The process of drama: Negotiating art and meaning. London: Routledge.

O'Toole, J., Stinson, M., & Moore, T. (2009). Drama and curriculum: A giant at the door. Dordrecht: Springer.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. analyse and employ the main concepts of documents relevant for curriculum planning in drama (syllabuses, policies and support documents)
LO2. articulate and critically reflect on the socio-cultural and historical influences on drama practices of making and performing
LO3. demonstrate the ability to select and organise content, group structures, teaching strategies and resources (including ICT's) to foster interest and support learning in drama
LO4. research your own practice using a range of methods including reflection in action and responding to peer and teacher feedback
LO5. recognise and use drama terminology and concepts to identify and articulate learning goals and assessment strategies
LO6. design and implement coherently planned lessons effectively and reflectively
LO7. observe, critically reflect and analyse drama classroom practice to enhance understanding of logical sequencing and structure over stages and units of work
LO8. articulate and demonstrate ways of differentiating curriculum to meet the diverse needs of learners in the drama classroom including Aboriginal and NESB students.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

No changes

Additional information

There is no other relevant information for this unit

Additional costs

There are no additional costs for this unit

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Work, health and safety

There are no specific work health and safety requirements for this unit

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

EDSE3042: Teaching Drama 1

Semester 1b, 2020 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links