Introductory description

The storytelling drama for education module offers an opportunity to explore the potential for learning through practical drama exploration. The module explores a range of theoretical lenses through which narrative and culture can be critically examined making links between practical drama exploration and theoretical positioning. Due to its emphasis on practical drama exploration, it encourages students to consider how storytelling exploration can offer learning opportunities, and to consider how meanings are made, communicated and / or constructed through story.

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 introduces students to relevant theories and practices examining the use of story and storytelling drama for education. Through a series of practical workshops and individual tasks, students will discuss sources and versions of traditional tales to examine the particular cultural narratives that they build. The module will consider the various choices open to the practitioner or teacher that can present educational potential. The module is highly practical with all students engaging in workshops examining traditional tales from various cultures. The work of Professor Joe Winston is an integral part of this course. This module will appeal to anyone who is interested in storytelling for educational purposes whether as a practitioner or a teacher.

Learning outcomes

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

• Demonstrate the ability to critically analyse stories from the contemporary and historical oral traditions of various cultures
• Demonstrate awareness of the theories and practices of contemporary and historical performance traditions which use storytelling as the basis of their dramatic art
• Can work co-operatively in complex and unpredictable contexts to present a plan for an educational drama performance that uses traditional myth, folk or fairy tale storytelling for educational purposes
• Can critically analyse practical exploration communicating judgement about application of technique for particular educational and / or performance effect
• Demonstrates comprehensive understanding of relevant dramatic techniques, and conceptual understanding, to plan effective and sensitive storytelling drama

Indicative reading list

Alfreds, M., (2013) Then What Happens? Storytelling and Adapting for the Theatre, Nick Hern books
Babbage, F. (2015) Adaptation and Storytelling in the Theatre
Heinemeyer, C. (2020) Storytelling in Participatory Arts with Young People - The gaps in the story, Palgrave Macmillan
Reason, M. and C. Heinemeyer (2016) Storytelling, story-retelling, storyknowing: towards a participatory practice of storytelling Research in Drama Education: The Journal of Applied Theatre and Performance, Vol. 21, Issue 4
Warner, M. (2018) Forms of Enchantment: Writing on Art and Artists. Thames and HudsonLtd
Winston, J. (2021) Performative Language Teaching in Early Education, Language learning through Drama and the Arts for Children 3-7. Bloomsbury, London
Zipes, J. (2013) The irresistible Fairy Tale: The Cultural and Social History of a Genre, Princeton University Press

View reading list on Talis Aspire

Subject specific skills

Students should demonstrate a systematic understanding of :

• the underlying values, theories and concepts relevant to storytelling drama in education
• the role of story and narrative structure in contemporary and historical performance traditions
• the didactic and pedagogic claims and potential for storytelling exploration in educational settings
  Students will be able to:
• apply a range of theoretical lenses to the analysis and exploration of stories emerging from the oral tradition
• communicate clearly through techniques of voice, space, gesture, narration to a target audience in an educational context
• develop a plan for an educational performance based on a traditional story in response to a real-world challenge.
• constructively critique theories and practice of storytelling drama including self-reflection.

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 ability to follow instructions ·         Intellectual ability ·         Cultural awareness ·         Interpersonal and communication ·       Literacy ·         Motivation, tenacity, commitment ·         Negotiation ·     Performance skills ·         Personal development skills ·         Persuading/influencing ·         Planning and organisational skills ·         Problem solving ·         Reasoning ·         Self-management/resilience ·         Team working