Module: Drama Education, Embodiment & Multimodality

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	Drama Education, Embodiment & Multimodality
Module Code	EDU1190
Faculty	DCU Institute of Education	School	Arts Education & Movement
NFQ level	9	Credit Rating	10

Description

This module invites participants to explore the ways in which knowledge can be acquired and intuitively understood through embodied forms of cognition such as drama, dance, and other playful, movement-based pedagogies. Students will learn the ways in which drama practices can be utilised as tools for learning and teaching, focusing on the imagined, embodied nature of these practices and how they engage multiple modes of communication and representation. Students will engage with theoretical frameworks and practical approaches that highlight the importance of the body in learning and expression. The pedagogical potential of drama and the arts, especially in diverse educational and social contexts, will be explored through a blend of practical experiences, reflective discussions, and exploratory case studies.

Learning Outcomes

1. Understand in detail the impact of drama based and embodied pedagogies on cognition, emotion and aesthetic expression.
2. Critically assess the societal contributions of arts education, particularly focusing on how drama as an embodied and multimodal learning approach can address contemporary educational challenges and promote inclusive, diverse learning environments.
3. Critically evaluate historical and contemporary perspectives on arts education, identifying key developments, influential theories, with a focus on current practices in drama, dance, and movement-based pedagogies.
4. Engage in reflective practice by documenting and analysing personal and peer experiences in drama-based approaches, demonstrating a deep awareness of their impact of these practices on learning and teaching.
5. Develop and implement innovative strategies for multimodal knowledge acquisition and expression, integrating drama, dance, and other movement-based pedagogies to enhance learning experiences.
6. Enhance creative and analytical skills by engaging in, reflecting on and developing drama-based pedagogical projects, demonstrating the ability to integrate theoretical knowledge with practical application in innovative ways.

*Type*	*Hours*	*Description*
Workload	Full time hours per semester
Workshop	21	Workshops including practical sessions, integrated with theory and reflective practice.
Independent Study	78	In-depth study of core texts, academic papers, and relevant literature on drama education, embodied cognition and arts education. Reflection on workshops and preparation for upcoming workshops and seminars
Portfolio Preparation	121	Design and presentation of a comprehensive project integrating theoretical and practical components of the module (4,000 words/Equivalent practical output).
Assignment Completion	30	Presentation of project (Equivalent to 3500 words) and Written Rationale (1500 words)
Total Workload: 250

Section Breakdown
CRN	12114	Part of Term	Semester 1
Coursework	100%	Examination Weight	0%
Grade Scale	40PASS	Pass Both Elements	N
Resit Category	RC1	Best Mark	N
Module Co-ordinator	Una McCabe	Module Teacher

Type	Description	% of total	Assessment Date
Assessment Breakdown
Presentation	A group presentation which demonstrates the group’s ability to apply drama based/embodied/multi-modal approaches to their chosen education context. (80%)	80%	n/a
Reflective journal	A reflection on Insights gained from peer and tutor feedback, q and a discussions and implications for your future arts education practice.(20%)	20%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories; RC1: A resit is available for both^* components of the module. RC2: No resit is available for a 100% coursework module. RC3: No resit is available for the coursework component where there is a coursework and summative examination element. ^* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment

Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Drama and Arts Education: Theory and context

Practical engagement in drama as an artform and pedagogical practice:

Design of a collaborative project that integrates theoretical and practical components of the module

Indicative Reading List

Books:

Liora Bresler: 2004, Knowing Bodies, Moving Minds, Springer, 225, 978-1402020223
Patrice Baldwin: 2012, With Drama in Mind, A&C Black, 253, 978-1441169358
Kathryn Dawson,Bridget Kiger Lee: 2018, Drama-based Pedagogy, IB - Theatre in Education, 0, 978-1783207398
McAvoy, M., & O'Connor, P. (Eds.).: 2022, The Routledge companion to drama in education, Routledge, London,
Christopher Naughton,Gert Biesta,David R. Cole: 0, Art, Artists and Pedagogy, 9781138500518

Articles:

Fahy, E., & Kenny, A.: 2022, ‘Bridging the gap’: the role of an arts broker in supporting partnerships with teachers, . Arts Education Policy Review,, 125 (3), 174–1, https://doi.org/10.1080/10632913.2022.2037483, 522220
2023: Humour, drama education, and drama curriculum in Ireland., Research in Drama Education: The Journal of Applied Theatre and Performance, 28(4), https://doi-org.dcu.idm.oclc.org/10.1080/13569783.2023.2190014,

Other Resources

None