| Module Title |
Drama Education, Embodiment & Multimodality |
| Module Code |
EDU1190 |
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Faculty |
DCU Institute of Education |
School |
Arts Education & Movement |
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NFQ level |
9 |
Credit Rating |
10 |
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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.
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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.
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| Workload | Full time hours per semester | | Type | Hours | Description |
|---|
| 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 |
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| 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 | |
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| Assessment Breakdown |
| Type | Description | % of total | Assessment Date |
|---|
| 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
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Pre-requisite |
None
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Co-requisite |
None |
| Compatibles |
None |
| Incompatibles |
None |
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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
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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
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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,
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Other Resources
None |
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