Introductory description

This interdisciplinary module offers postgraduate students an opportunity to critically examine the ways young people/youth – aged 11-25 – have been/are represented in differing contemporary societies/cultures. Students will investigate the ways young people’s lived experiences and identities are expressed and performed in a range of different cultural contexts (educational, political, sub-cultural, media and so on). The module will also invite critical questions about young people’s access to cultural and creative education, highlighting issues of social justice and equality, asking, 'where do young people feel welcome?' The module examines different expressions of youth identity in public life, focussing primarily on theatre-making/performance as potential creative sites for learning, engagement and activism.

Students will explore the values, practices, methods and impacts of theatre-making and performance in three specific areas:

• Theatre and performance made for young people (artists who produce work specifically for/about young people);
• Theatre and performance made with young people (theatre produced out of a collaborative process between adult practitioners and young people) and by young people (theatre that is created exclusively by young people with minimal intervention from adults);
• Representations of young people in different cultures, specifically theatre and/or performance.

Working with real-world case studies drawn from regional, national and international sites, students will investigate the social, geographical, cultural and economic contexts that inspired and impacted on the development of many creative projects as well as cultural and educational policy. Students will review and evaluate the ways theatre-makers, practitioners and young people have responded to a range of complex and contentious issues relating to social class, ethnicity, religion, gender, disability and sexual identity. For example, we will examine cases studies that have manifested in response to notions of nationalism, multiculturalism and globalisation as well as the impact of ‘austerity’ (in the context of the UK) and global inequalities and, most recently, the impact of global climate change and the fallout of the Covid-19 pandemic.

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 in youth studies, theatre-making and performance in arts and culture as well as creative learning in education. The module will invite critical questions about young people’s access to cultural and creative education, highlighting issues of social justice and equality, asking, 'where do young people feel welcome?' Working with contemporary real-world case studies drawn from regional, national and international sites, students will investigate the social, geographical, cultural and economic contexts that inspired and impacted on the development of many creative projects as well as related cultural and educational policy. Students will review and evaluate the ways theatre-makers, practitioners and young people have responded to a range of complex and contentious issues relating to social class, ethnicity, religion, gender, disability and sexual identity. This module draws on the expertise available within the department and its network of educational and practitioner contacts (national and international). Weekly sessions will involve a combination of theory based subject knowledge development and workshop-based practical explorations. Students will be introduced to concepts of reflective practice and they will design an interactive or performance experience for others. This module is particularly suitable for students who may be interested in careers in teaching, educational and cultural policy or as an arts practitioner or facilitator. This module also appeals to anyone with an interest in exploring the interdisciplinary connections between youth studies, theatre/performance and education.

Learning outcomes

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

•  Demonstrate knowledge and understanding of the wider context of ‘youth studies’ and notions of youth identity and citizenship.
•  Demonstrate an understanding of how artistic and creative processes of theatre-making and performance could relate to educational theory.
•  Work independently to research other cognate examples of theatre-making and performance processes and review why they are significant;
•  Work collaboratively and creatively to curate either a unique group exhibition or a produce a short group performance using live theatre and/or low-cost digital media.
•  Record and reflect on the development of the creative project, both through face-to-face and online discussion, supporting each other in evaluating and reflecting on progress.
•  Critically analyse differing definitions and manifestations of ‘theatre-making’ and ‘performance’ by focussing on relevant theory and practical examples.
•  Demonstrate an understanding of the sociological context of youth by analysing a range of cultural and educational policy documents alongside the creative processes of leading arts organisations, artists and educators across the UK and from international sites.
•  Critically analyse the theoretical, ethical and practical aspects (i.e. the material conditions such as the structure of the organisation/company and access to funding) of making theatre with/for/by young people.

Indicative reading list

Bonczek, R. & Storck, D. (2013). Ensemble theatre making [electronic resource] : a practical guide Oxon: Rout7ledge.
Cieslik, M. & Simpson, D. (2017). Key concepts in youth studies London: SAGE.
Davies, B. (2019). Austerity, youth policy, and the deconstruction of the youth service in England. Basingstoke: Palgrave MacMillan.
Finneran, M. and Anderson, M. (Eds) (2019). Beyond the four walls: Education and Theatres, Dordrecht: Springer.
Freebody, K. and Finneran, M (eds). (2016). Drama and Social Justice, London: Routledge.
Freebody, K. and Finneran, M. (2021) Critical Themes in Drama: Social, Cultural and Political Analysis, London: Routledge.
Gallagher, K. (2014). Why Theatre Matters: Urban Youth, Engagement and Pedagogy of the Real, Toronto: University of Toronto Press.
Gallagher, K (ed). (2018). The methodological dilemma revisited : creative, critical and collaborative approaches to qualitative research for a new era New York: Routledge.
Gallagher, K. Rodricks, D.J., & Jacobson, K. (Eds). 2020. Global youth citizenry and radical hope [electronic resource]: enacting community-engaged research through performative methodologies Singapore: Springer.
Goodyear, A. (2018). Young people, social media and health. New York: Routledge.

Govan, E & Nicholson, H (2007). Making a Performance: Devising Histories and Contemporary Practices, London: Routledge.
Greig, N. (2008). Young people, new theatre: A practical guide to an intercultural process. London: Routledge.
Harris, P. Thomson, & K. Snepvangers (Eds). (2018). Creativity policy, partnerships and practice in education (pp. 307–329). Cham, Switzerland: Palgrave-MacMillan.
Hickey-Moody, A. 2013. Youth, arts and education: reassembling subjectivity through affect London: Routledge.
Hughes, J & Nicholson, H. (2016). Critical Perspectives on Applied Theatre, Cambridge: Cambridge University Press.
Jackson, A & Vine, C. (2013). Learning through Theatre, Routledge: London.
Kempe, A (2013). Drama, Disability and Education: A critical exploration for students and practitioners, London: Routledge
Nicholson H. (2009). Theatre & Education, London: Palgrave MacMillan
Nicholson, H. (2005). Applied Drama Palgrave Press; London
Nicholson, H. (2011). Theatre, education and performance, New York, Palgrave Macmillan.
Norris, J. (2009). Playbuilding as qualitative research: A participatory arts-based approach. Walnut Creek, CA: Left Coast Press Inc.
O’Connor, P (ed) (2010). Creating Democratic Citizenship Through Drama Education: the writing of Jonothan Neelands, London: Trentham Books.
O'Toole, J. (2006). Doing drama research: Stepping into enquiry in drama, theatre and education. City East, QLD: Drama Australia.
Radosavljevic, D. 2013. Theatre-making [electronic resource]: interplay between text and performance in the 21st century Basingtoke: Palgrave Macmillan.
Radosavljević, Duška (2013). Interplay between text and performance in the 21st century
Schechner, R. (2013). Performance Studies: An Introduction, London: Routledge, 3rd ed
Schonmann, S. (2011). Key concepts in theatre/drama education - available as an e book
Thompson, J. & Stuart-Fisher, A (Eds) 2020. Performing care: New perspectives on socially engaged performance. Manchester: Manchester University Press.
Wyn, J. & Cahill, H (eds). 2015. Handbook of children and youth studies Singapore: Springer.
Von Benzon, N. & Wilkinson, C (eds). 2019. Intersectionality and difference in childhood and youth : global perspectives. London: Routledge.
Simmons, R. & Smyth, J. (Eds) (2018). Education and working-class youth: reshaping the politics of inclusion. Cham, Switzerland: Palgrave Macmillan.

Interdisciplinary

This module aims to draw out the interconnections, synergies and made between and across youth studies, education studies, the fields of creativity and drama, theatre and performance. Students will explore and examine the ways drama and creative learning can be applied across different subjects in formal and informal educational contexts. Youth studies covers a range different fields of study including psychology, social justice, cultural policy as well as issues relating to gender/sexuality, ethnicity, class, religion and disability.

Subject specific skills

Students should demonstrate a critical understanding of – • the underlying values, theories and concepts relevant to youth studies, performance and creative learning • the pedagogies and practices associated with effective creative learning projects with youth • the complexity of the interaction between planning and learning and the extent to which the social, artistic and educational context of learning is interrelated • the societal and organisational structures that impact on youth cultures and arts and educational policy • an understanding of wider educational systems, and the possible implications for the creative learning process • critiques of theory, practice and research in the area of theatre and performance education • a capacity to apply theory by producing an original practical exhibition or performance relevant to educational/industry professionals • their personal responsibilities within a group planning situation • the processes involved in reflective practice

Transferable skills

Active listening, Analysis and decision making, Character/personality, Common sense, Communication skills, Confidence, Coordinating and collaborating with others, Creativity, Critical thinking, Emotional intelligence, Passion • Performance skills • Presentation skills • Planning and organisational skills • Positive attitudes to work • Problem solving • Quality Control • Reasoning • Self-management/resilience