Module Title |
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Module Code |
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School |
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Online Module Resources
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NFQ level |
8 |
Credit Rating |
5
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Pre-requisite |
None
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Co-requisite |
None
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Compatibles |
None
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Incompatibles |
None
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Description
The ‘Drama and Leadership’ module focuses on the teacher’s role as leader and advocate for the promotion of rich drama and arts experiences for all children in the primary school. Students engage with current national policy developments on drama and the arts in education and critically reflect on the role of various stakeholders in this regard. Students have the opportunity to gain first-hand experiences of high quality drama and arts practice within schools as well as exploring partnerships with external arts organisations.
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Learning Outcomes
1. Formulate a research- informed argument to support the promotion of drama and the arts at a school level.
Critically reflect on the unique contribution of drama and the arts to the lives of primary school children in Ireland.
Identify case studies of best practice in the area of arts partnerships with schools.
Demonstrate awareness of the conditions which will support individual teachers to implement high quality drama and arts programmes in his/her classroom.
Critically reflect on engagement with key stakeholders in drama and the arts in Ireland.
Develop and present a vision for an arts rich school based on national and local resources and policies.
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Workload |
Full-time hours per semester |
Type |
Hours |
Description |
Fieldwork | 10 | No Description | Class Presentation | 6 | No Description | Lecture | 18 | No Description | Fieldwork | 2 | No Description | Directed learning | 50 | No Description | Assignment Completion | 25 | No Description | Debate | 14 | No Description | Total Workload: 125 |
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
Leadership in Drama EducationKey debates in the field - historically and contemporary
State policy
Curriculum emphases and change
Artist in residence programmes
National/International context
Leadership in Drama/The Arts
Self as leader
Interpersonal skills (process and content)
School planning and assessment
Advocacy at school and national level
Arts organisations and associations
Resources/supports for the future
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Assessment Breakdown | Continuous Assessment | % | Examination Weight | % |
Course Work Breakdown |
Type | Description | % of total | Assessment Date |
Reassessment Requirement |
Resit arrangements are explained by the following categories;
1 = A resit is available for all components of the module
2 = No resit is available for 100% continuous assessment module
3 = No resit is available for the continuous assessment component |
Unavailable |
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Indicative Reading List
- Anderson, M. and Dunn, J (Ed.s): 2013, How Drama Activates Learning, Bloomsbury, London,
- Dickinson, R. and Neelands, J.: 2006, Improve your primary school through drama, David Fulton, London,
- Davies, B.: 2009, The essentials of school leadership, SAGE, London,
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Other Resources
35172, Website, 0, Drama Australia journal, http://artsineducation.ie/en/home/, 35173, Website, 0, Drama Australia Journal, https://www.tandfonline.com/toc/rnjd20/current,
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Programme or List of Programmes
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Archives: | |