Search

MDRM102
Teaching Drama History, Theory and Context

MQF Level: 7

ECTS Value: 5 ECTS

Self Study Hours: 60

Contact Hours: 25

Assessment Hours: 40

 

Overall Objectives and Outcomes

This module engages course participants in the teaching of theatre history, theory, and context. It will approach seminal historical moments (e.g.  from Ancient Greece; from early 20th century Europe; etc.), texts (e.g. by Aristotle; by Edward Gordon Craig, etc.), spaces (e.g. the Baroque theatre; the Black Box, etc.), and practitioners (e.g. Konstantin Stanislavski; Bertolt Brecht; Stella Adler, Ariane Mnouchkine, Uta Hagen, Patsy Rodenburg), and will lead course participants to seek ways of teaching the subject matter through active learning – utilising approaches that engage students directly with the subject content rather than through a more traditional sitting-down classroom dynamic. Examples would include, re-enacting a social context from Ancient Greek history, building an actual theatre space with different materials, and impersonating a theatre practitioner. The objective is to invite one’s students to be active participants in their learning, and to give them a broad understanding of theatre as a field of study from where they can nurture further interest in the subject matter.

By the end of this programme, participants should be able to:

Competences

a. Prepare lessons in the field of theatre history, theory and context.

b. Deliver lessons in the field of theatre history, theory and context.

c. Monitor student progress in the learning of theatre history, theory and context.

d. Assess students in subject content.

e. Guide autonomous student work.

f. Devise interactive and creativity-based lesson-plans.


Knowledge 

a. Identify seminal texts, theories and practitioners in the field.

b. Juxtapose seminal texts, theories and practitioners in the field.

c. Match appropriate active learning methodology to subject content.

d. Elicit autonomous student reflections about the subject content.

e. Sequence seminal historic moments, texts, and contexts in a coherent chronology.


Skills

a. Apply researched content from the field of study.

b. Show core identifying and differing aspects of the field of study.

c. Apply active learning activities to subject content.

d. Create an inclusive and active learning environment.

e. Design appropriate assessment methods reflecting an active learning environment.

Assessment Methods

This module will be assessed through: Presentation & Assignment.

Suggested Readings

Core Reading List
  1. Broadfoot, A. (2020) Teaching Theatre Online: Step-by-step lesson plans for virtual theatre camps and classes. New York: Beat by Beat Press.
  2. Dobosiewicz, T. (2019) Teaching Acting with Practical Aesthetics. London and New York: Routledge.
  3. Drama and Theatre UK: < https://www.dramaandtheatre.co.uk/> Last accessed: 3/9/21.
  4. Higgins, J. (2020) Teaching Critical Performance Theory: In Today’s Theatre Classroom, Studio, and Communities. London and New York: Routledge.
  5. McConachie, B. and Sorgenfrei, C. F. (2016) (3rd) Theatre Histories: An Introduction. London and New York: Routledge.
  6. Tait, P. (2021) Theory for Theatre Studies. London: Methuen Drama.
  7. Wooster, R. (2016) Theatre in Education in Britain, Origins, Development and Influence. London: Bloomsbury Methuen Drama.
Supplementary Reading List:
  1. Fleming, M. (2017) (4th) Starting Drama Teaching. London and New York: Routledge.
  2. Fleming, M. (2018) The Art of Drama Teaching. London and New York:
  3. Fliotsos, A. and Medford, G. S. (eds.) (2018) New Directions in Teaching Theatre Arts, London: Palgrave Macmillan.
  4. Nichols, M. (2021) The Drama Teacher’s Survival Guide. London: Bloomsbury Methuen Drama.
Skip to content