Registry
Module Specifications
Archived Version 2022 - 2023
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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. Through the lens of inclusion, 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. Reflect on emerging personal and professional identities as leaders in the field of Drama Education 2. Demonstrate leadership skills by designing and facilitating inclusive, integrated drama projects 3. Make research-informed professional choices in the creation of high quality, inclusive drama work 4. Co-operate with peers to generate work for teachers that supports engagement with drama and theatre 5. Critically reflect on engagement with key stakeholders and partners in drama and the arts in Ireland. | |||||||||||||||||||||||||||||||||||||
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 Education• Nurturing personal creativity and wellbeing through weekly creative tasks with peers and examining the impact of that ongoing practice on the development of creative work for/with children. • Drawing together threads from the previous specialism modules to culminate in emerging identities as leaders of drama education in schools and in the education system more widely. • Becoming familiar with and engaged in key debates in the field of Drama Education –nationally and internationally. • Critically reviewing state policies, curriculum emphases and change. • Developing awareness of support for drama and the arts in the Irish context through building relationships with schools, arts organisations (e.g. The Ark) and professional learning communities (e.g. Association for Drama in Education in Ireland, ADEI) [May rotate from year to year]. • Applying knowledge of leadership in drama through engagement in fieldwork and critical reflection on literature Collaborating with peers and the module co-ordinator to co-plan, co-teach and co-review inclusive integrated drama projects in schools. • Becoming familiar with/ more fluent in the language associated with the discipline of drama. • Developing communication skills through engagement with literature, through frequent meetings with the school staff in which fieldwork will be conducted and in preparation for the final research conference (assessment). | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources 51649, Website, 0, Arts in Education Ireland, http://artsineducation.ie/en/home/, 51650, Journal Homepage, 0, Drama Australia Journal, https://www.tandfonline.com/toc/rnjd20/current, 51644, Website, 0, MoE Website, www.mantleoftheexpert.com, 0, Website, 0, The Ark Website, www.ark.ie, 0, Website, ADEI, 0, Association for Drama in Education, www.adei.ie, | |||||||||||||||||||||||||||||||||||||
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