Introductory description

The Drama and Literacy (15 CAT) module is responsive to the stress placed internationally on the development of literacy in educational settings. It looks specifically at theories of literacy that emphasise the importance of cultural semiotics and social context. It considers the close historical relationship between drama and English in schools and explores the specific contribution drama can make to children’s language development including the development of reading, writing, speaking and listening.

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.

This module in underpinned by an introduction to theoretical perspectives on drama and literacy. Socio-cultural theories of language acquisition are utilised to illuminate the relationship between drama and the development of literacy. The module takes place across 5 practical sessions. In each session we engage with theory and practice to consider approaches to developing literacy (including reading, writing, speaking and listening) through drama pedagogy.

Learning outcomes

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

• Understand the potential relationship between drama education and the development of literacy
• Critically analyse a variety of practical approaches in drama and literacy education
• Demonstrate the skills to integrate literacy education within drama exploration
• Demonstrate strong verbal and written communication skills

Indicative reading list

Reading lists can be found in Talis

Specific reading list for the module

Interdisciplinary

This module is inter-disciplinary through the synergies made between education studies and drama / literacy development. It involves some elements of literacy learning across subjects and therefore responds to the need for participants to be able to communicate across disciplines.

Subject specific skills

Students should demonstrate a critical understanding of -

•          the underlying values, theories and concepts relevant to literacy and drama education
•          the diversity of literacy definitions and the complexities of the development of literacy
•          the relationship between literacy and drama education, and the extent to which participants (including learners and teachers) can influence the learning through active engagement
•          a range of possible pedagogic approaches to enhance literacy through drama education  
•    organisational structures and policies for literacy and the possible implications for learners
•          constructively critique theories, practice and research in the area of literacy through drama education.

Transferable skills

• Active listening
• Analysis and decision making
• Attitudes and aptitudes for work
• Cognitive flexibility
• Communication skills
• Complex problem solving
• Confidence
• Coordinating with others
• Creativity
• Critical thinking
• Emotional intelligence
• language learning
• Initiative and also follow instructions
• Intellectual ability
• Cultural awareness
• Interpersonal and communication
• Knowledge of chosen job/career (teaching / literacy)
• Leadership (of literacy learning)
• Literacy
• Motivation, tenacity, commitment
• Negotiation
• Passion
• Performance skills
• Personal development skills
• Persuading/influencing
• Planning and organisational skills
• Problem solving
• Reasoning
• Self-management/resilience
• Team working