Teaching Responsibility
LJMU Schools involved in Delivery:
LJMU Partner Taught
Learning Methods
Lecture
Tutorial
Workshop
Module Offerings
7601TDF-JAN-PAR
Aims
In this module students learn to utilise reflective practice to identify and improve specific areas of their drama facilitation practice and develop breadth and depth in their repertoire of theatre and drama workshops.
Learning Outcomes
1.
Lead drama/theatre participatory work with a high level of mastery and efficacy.
2.
Use reflective practice techniques to identify strengths and weaknesses in their theatre/drama facilitation practice.
3.
Utilise sophisticated strategies to autonomously design and implement action plans to improve their facilitation practice through work-based learning.
4.
Make use of complex, incomplete or contradictory information to inform decision making when delivering drama based participatory work.
5.
Review and manage the implication of ethical dilemmas in leading drama work.
6.
Demonstrate mastery in the delivery of a specific theatre/drama skill workshop evidenced in a high level of practical expertise underpinned by a deep understanding or relevant theory.
7.
Demonstrate a comprehensive ability to plan a range of drama workshops and deliver these in complex and/or unpredictable contexts.
Module Content
Outline Syllabus:
Term 1
Phase 1: Students will begin the module with five half-day workshops which will introduce them to work-based learning, reflective practice and a method to apply these techniques in drama/theatre facilitation drama.
Phase 2: Following the intensive workshop, students return to the workplace and keep an online journal within which they will complete weekly reflective tasks to identify strengths and weaknesses in their practice. A supervisor will make a site visit in this time and observe the student leading a session. At the end of five weeks the student will have negotiated specific areas for development with their supervisor and developed an action plan to improve their practice.
Phase 3: Students again return to the workplace and implement the action plan. Again, the student maintains an online journal and weekly reflective tasks are set. The module ends with the supervisor visiting to watch a final workshop in which the effect of the action plan can be observed.
Term 2
Phase 4: Students will continue the module by attending a series of masterclasses across a range of theatre/drama practices. These will be followed by an exploration of concepts of mastery and expertise. Students will also explore the practicalities of a basic ‘toolbox’ of workshops that can be adapted to a number of contexts and purposes. In tutorials the student will negotiate a particular workshop form/skill that they wish to focus on for in depth study.
Phase 5: Following the intensive workshop students return to the workplace and, via a reflective process, begin work on developing mastery/expertise in a specific drama/theatre skill area. This will combine research, reflection and practical experimentation. In parallel, students will be auditing their current ‘toolbox’ of basic workshops and identifying areas that need attention.
Phase 6: At the end of the module the students return to LIPA to take part in a workshop weekend. Each student will lead a half day masterclass in their chosen form and one or two basic workshops as determined by the module leader. Participants will be drawn from local community groups and each student will usually work with at least two different groups over the weekend with only 24 hours notice of the demographic of the group and the type of space they will be working in.
Term 1
Phase 1: Students will begin the module with five half-day workshops which will introduce them to work-based learning, reflective practice and a method to apply these techniques in drama/theatre facilitation drama.
Phase 2: Following the intensive workshop, students return to the workplace and keep an online journal within which they will complete weekly reflective tasks to identify strengths and weaknesses in their practice. A supervisor will make a site visit in this time and observe the student leading a session. At the end of five weeks the student will have negotiated specific areas for development with their supervisor and developed an action plan to improve their practice.
Phase 3: Students again return to the workplace and implement the action plan. Again, the student maintains an online journal and weekly reflective tasks are set. The module ends with the supervisor visiting to watch a final workshop in which the effect of the action plan can be observed.
Term 2
Phase 4: Students will continue the module by attending a series of masterclasses across a range of theatre/drama practices. These will be followed by an exploration of concepts of mastery and expertise. Students will also explore the practicalities of a basic ‘toolbox’ of workshops that can be adapted to a number of contexts and purposes. In tutorials the student will negotiate a particular workshop form/skill that they wish to focus on for in depth study.
Phase 5: Following the intensive workshop students return to the workplace and, via a reflective process, begin work on developing mastery/expertise in a specific drama/theatre skill area. This will combine research, reflection and practical experimentation. In parallel, students will be auditing their current ‘toolbox’ of basic workshops and identifying areas that need attention.
Phase 6: At the end of the module the students return to LIPA to take part in a workshop weekend. Each student will lead a half day masterclass in their chosen form and one or two basic workshops as determined by the module leader. Participants will be drawn from local community groups and each student will usually work with at least two different groups over the weekend with only 24 hours notice of the demographic of the group and the type of space they will be working in.
Module Overview:
In this module students learn to utilise reflective practice to identify and improve specific areas of their drama facilitation practice and develop breadth and depth in their repertoire of theatre and drama workshops.
In this module students learn to utilise reflective practice to identify and improve specific areas of their drama facilitation practice and develop breadth and depth in their repertoire of theatre and drama workshops.