Introductory description

Drama, Theatre and Performance in Education is a foundational module focussing on the different definitions of these fields of study. We investigate the distinctions between these fields in order to gain insight into how they have been studied in schools and other education systems. This module examines drama and theatre as artistic subjects with histories, conventions and codes, asking: how does drama/theatre communicate its meanings? How do we read and decode a wide range of performance genres? What are the alternative historical and avant-garde connections between theatre and in drama education?
The second part of the module focusses on the development of drama and theatre as pedagogical tools to activate learning and social development.
To this end, the module also offers students insight into the broader field of educational theory by engaging with relevant literature on ‘play’, ‘participatory pedagogy’ and ‘creative learning’.

Module web page

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.

During the weekly 3-hour sessions (a mix of practical workshops, lectures and seminars) students will explore the different definitions of drama, theatre and performance in different cultures. Students will engage with different performance genres and why they are related to the study of drama/theatre. Near the beginning of the module, we will introduce some of the key concepts, examining the different histories and social functions of play in education and in relation to theatrical aesthetic traditions. They will be given basic conceptual distinctions between realism and non-realism and presentational and representational modes of performance. There will be practical investigations of the elements and conditions of theatre and a consideration of the boundaries between social and aesthetic modes of performance. The second part of the module will focus on the ways drama/theatre/performance has been used in education. It will focus on the relevance of play, participatory pedagogies and creative learning. Overall, we take a holistic and embodied approach to learning: students will work individually and collaboratively to examine how the artistic processes of drama/theatre/performance can be used to enhance learning in formal/informal educational contexts.

Learning outcomes

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

• Be able to identify different definitions of ‘drama’, ‘theatre’ and ‘performance’ as fields of study;
• Consider the history of theatre and the extent to which its selective tradition ignores marginalised and dominated cultural traditions;
• Be able to draw on social anthropological studies of performance and the work of key practitioners and theorists as a means of locating Drama Education within an inter-cultural and multi-disciplinary view of the aesthetics of Theatre
• Develop and make use of an understanding of the complexity and density of sign systems employed in constructing and receiving performance texts and the history and cultural contexts of the sign and signing systems used in drama and theatre;
• Demonstrate an understanding of the development of Drama and Theatre Education, specifically in terms of how they have been used as pedagogical tools used across the curriculum;
• Critically analyse the wide body of research that demonstrates the ways drama and theatre have been used to activate learning and social development;
• Demonstrate an understanding of the broader field of educational theory on ‘play’, ‘participatory pedagogy’ and ‘creative learning’
• Demonstrate an ability to work in class with others;
• Demonstrate verbal, physical and written communications skills;

Indicative reading list

Anderson, Michael. (2012) Masterclass in Drama: Transforming Teaching and Leaning, New York: Continuum International Publishing group.
Fleming, M. (2001) Teaching Drama in Primary and Secondary Schools: an integrated approach, David Fulton.
Freebody, K & Finneran, M (eds). (2016) Drama and Social Justice, London: Routledge.
Leach, R. (2013) Theatre Studies: the basics, Routledge: London. 2nd ed
McAvoy, M and Peter O'Connor. (2022). The Routledge companion to drama in education. London. Routledge.
O’Connor, P (ed) (2010) Creating Democratic Citizenship Through Drama Education: the writing of Jonothan Neelands, London: Trentham Books.
Schonnman, S (ed). (2011) Key concepts in Drama and Theatre Education, Rotterdam, Sense Publishers.
van de Water et al. (2015) Drama and education: performance methodologies for teaching and learning, London: Routledge. - available as an e-book

View reading list on Talis Aspire

Interdisciplinary

This module aims to draw out the interconnections, synergies and made between and across education studies, the fields of drama, theatre and performance studies.

Subject specific skills

Students should demonstrate a critical understanding of: • the relevance of 'play' and 'participation' and social/creative learning in the fields of drama, theatre and performance studies • key theoretical underpinnings of drama, theatre and performance studies, specifically in relation to drama education • the relationship between twentieth and twenty-first century theatrical innovations and the development of drama and theatre pedagogies. Students should be able to - • constructively critique key concepts and draw connections between the field of drama theatre, and performance and education. • distinguish between the study of drama/theatre/performance and the development of drama/theatre in education.

Transferable skills

• Active listening • Analysis and decision making • Communication skills • Complex problem solving • Confidence • Coordinating with others • Creativity • Critical thinking • Emotional intelligence • Initiative and also follow instructions • Intellectual ability • International cultural awareness • Interpersonal and communication • Judgement and decision making • Literacy • Management of learning • Motivation, tenacity, commitment • Negotiation through collaborative learning • Passion • Performance skills • Presentation skills • Planning and organisational skills • Positive attitudes to work • Problem solving • Quality Control • Reasoning • Self-management/resilience • Collaborative/Team working