Introductory description

Theorising and Facilitating Applied Theatre: Ethics and Reflective Practice.

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

WEEK 1: Introduction: The possibilities and limitations of applied theatre: This session introduces
some of the claims that have been made both for and against applied theatre, highlighting and
problematising core aims of related practices to empower, facilitate participation and have a social impact
WEEK 2: The reflective practitioner – this session introduces students to the reflective practice, considering how this can develop their socially-engaged work
UNIT ONE: KEY PRACTICES: In this unit students will learn through lectures, seminars and workshops that explore some of the key approaches to facilitating performance and drama-based workshops
WEEK 3: Community Performance – this session will consider modes of community performance, exploring theatre for, with, about and by communities and how these differing approaches shape the role of socially engaged performance practitioners
WEEK 4: Theatre of the Oppressed: Boal and beyond – students will engage in a workshop exploring key Theatre of the Oppressed methods (including image theatre and forum theatre), before then exploring limitations and current innovations, such as intercultural practice involving Theatre of the Oppressed
WEEK 5: Theories of facilitation: This session will critically engage with key theories and concepts of facilitating participatory work, preparing students for more intense and sustained practical engagement with these themes during the following weekend
WEEKEND INTENSIVE: KEY SKILLS FOR THE APPLIED THEATRE PRACTITIONER The weekend will aim to bridge the exploration of the different practices in unit one, and shift into the aims of unit two, showing how differing practices relate to a range of contexts. Sessions will cover facilitation skills practical skills in socially-engaged performance, which will support the development of students’ practical assessment for the module. It is anticipated that this weekend will involve a range of sessions led by external practitioners, who will share their methods and learning. Sessions during this weekend intensive will include: workshop planning; approaches to facilitation; managing groups; evaluation workshops
WEEK 6: READING WEEK
UNIT TWO: PRACTICES IN CONTEXT
WEEK 7: Refugees and migrants (with possible external guest specialising in this area)
WEEK 8: The criminal justice system (with possible external guest specialising in this area) AND Group tutorials 2: Practical workshop check-in
WEEK 9: Assessed workshops WEEK 10: Assessed presentation – the reflective practitioner

Learning outcomes

By the end of the module, students should be able to:

• Engage creatively and conceptually with key forms of applied theatre forms and techniques, while demonstrating an awareness of their histories, ethical issues, and how these relate to practice;
• Rigorously reflect upon their own practice, making links to key theoretical and conceptual concerns in the field, as well as to other practitioners and providers in the sector, to show a developed understanding of how applied theatre projects are impacted by politics, aesthetics and the ethics of practice;
• Plan and implement workshops that are relevant and appropriate to specific participants and contexts, and informed by independent research;
• Analyse and critique applied theatre practices and theories, evaluating the possibilities and limitations of the field against the wider social, political and cultural contexts in which projects take place.

Indicative reading list

Balfour et al. (2015) Applied Theatre: Resettlement: Drama, Refugees and Resilience, Methuen.
Balfour, Michael (Ed.) (2004) Theatre in Prison: Theory and Practice, Intellect.
Baxter, Veronica and Katharine Low (2017) Applied Theatre: Performing Health and Wellbeing,
Methuen.
Emert, Toby and Ellie Friedland (Eds.) (2011) Come Closer: Critical Perspectives on Theatre of the
Oppressed, Peter Lang.
Freebody, Kelly and Michael Finneran (Eds.) (2016) Drama and Social Justice: Theory, Research
and Practice in International Contexts, Routledge.
Hughes, Jenny and Helen Nicholson (2016) Critical Perspectives on Applied Theatre, CUP.
Johnston, Chris (2017) Disobedient Theatre, Methuen.
Nicholson, Helen (2015) Applied Drama: the gift of theatre, 2nd ed., Palgrave.
Prentki, Tim (2015) Applied Theatre: Development, Methuen.
Preston, Sheila (2016) Applied Theatre: Facilitation, Methuen.
Schon, Donald (1991) The Reflective Practitioner: How Professionals Think in Action, Ashgate.
Thompson, James (2017) Applied Theatre: bewilderment and beyond, Peter Lang.

Research element

Students will research case studies and theories for their essays. They will also need to undertake research to support their practical assessment and the development of their workshop.

Interdisciplinary

Students will explore theories and practices from related areas including education, develoment studies, sociology.

International

The module will engage with international practices and case studies throughout the teaching.

Subject specific skills

Close analysis and creative and conceptual engagement with key applied theatre forms; ability to reflect on their own practice; planning and facilitating workshops independently drawing on relevant research.

Transferable skills

Independent research skills; group collaboration; advanced writing skills