TEAL718-18C (HAM)

Secondary Curriculum: Drama Y11-13

15 Points

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Te Kura Toi Tangata Faculty of Education
Te Hononga Curriculum and Pedagogy

Staff

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Convenor(s)

Gaenor Stoate

Gaenor Stoate
Tuesday 2-3pm
gaenor.stoate@waikato.ac.nz

Lecturer(s)

Administrator(s)

: christine.stewart@waikato.ac.nz

Placement Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: alistair.lamb@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5 or 9 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
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Paper Description

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A study of the teaching and learning of drama in the senior secondary school context (Years 11-13), with particular emphasis on preparing students for success in NCEA at levels 1-3. This paper will be taught through a combination of on-campus workshops and tutorials, professional workshops, field trips, practical work and online research.

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Paper Structure

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This paper will be taught through a combination of on-campus workshops and tutorials, professional workshops, field trips, practical work and online research.
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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Demonstrate an understanding of the theory and practice of effective drama pedagogy in the context of yrs 11-13.
    Linked to the following assessments:
  • Develop a critical awareness of drama as a curriculum learning area within the New Zealand Curriculum and the NCEA assessment matrix.
    Linked to the following assessments:
  • Access and critique a range of resources and support networks to support teaching and learning at years 11-13.
    Linked to the following assessments:
  • Gain experience directly related to the realities of classroom teaching at senior levels within NZ high schools.
    Linked to the following assessments:
  • Build an awareness of and sensitivity towards assessment for learning.
    Linked to the following assessments:
  • Develop skills in short and long-term planning for drama programmes for yrs 11-13.
    Linked to the following assessments:
  • Develop skills as a reflective teacher and learner.
    Linked to the following assessments:
  • Demonstrate knowledge and understanding of the structure of the NCEA matrix, the progression within each strand and the terminology used in the standards. Students will make links with the requirements of Levels 6-8 in the NZ Drama Curriculum.
    Linked to the following assessments:
  • Understand teaching and production processes in both devised and scripted drama.
    Linked to the following assessments:
  • Understand and practise methods of NCEA assessment and the gathering of supporting evidence for judgements.
    Linked to the following assessments:
  • Demonstrate knowledge and understanding of significant theatre forms and movements, and be familiar with many of the texts listed in the specifications for NCEA Level 3 Achievement Standards.
    Linked to the following assessments:
  • Contribute to the planning of a trip to a theatre production providing all relevant documentation and understand the planning required for a production evening.
    Linked to the following assessments:
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Assessment

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Students must complete all assignment tasks to pass the paper.

Assessment for this paper is comprised of 3 separate tasks. The assignment tasks are designed for different purposes:

  • Task 1 provides students with the opportunity to experience a practical level 3 NCEA task as learners. The task will also include opportunities to read a number of unfamiliar play texts and to experience the realities of editing and rehearsing an extract to performance standard.
  • Task 2 supports students to produce a unit of work (programme of learning) suitable for students studying NCEA drama at level 1 or 2.
  • Task 3 encourages students to reflect in detail on every aspect of their learning, in order to build skills as a reflective learner and future drama teacher. This task also supports students to collect and develop resources that will enhance their future teaching.
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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. TASK 1: Analysis of process from script to performance
6 Apr 2018
11:30 PM
30
  • Online: Submit through Moodle
✔
2. TASK 2: Unit of work (Programme of Learning) for one standard (1 or 2)
21 Oct 2018
4:00 PM
40
  • Online: Submit through Moodle
✔
3. TASK 3: Professional Portfolio
19 Oct 2018
4:00 PM
30
  • Online: Submit through Moodle
✔
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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Required readings will be posted on Moodle and will be available through Waikato Reading List
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Recommended Readings

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Students will be provided with readings, templates and other professional resources during class time and online, for printing at their own expense. Students are expected to read, annotate and reflect on all readings. In addition, students will be expected to read / view a range of professional materials including books, websites and videos. A preliminary list of useful professional materials is provided in this outline – it is not exhaustive and students are encouraged to find additional resources of their own.

On secondary drama teaching
Anderson, M. (2012). Masterclass in Drama: Transforming teaching and learning. London: Continuum
Kempe, A. & Ashwell, M. (2000). Progression in Secondary Drama. Oxford: Heinemann
Kempe, A. & Nicholson, H. (2007). Learning to Teach Drama 11-18. London: Continuum Books
Lewis, M. & Rainer, J. (2012). Teaching Classroom Drama and Theatre: practical projects for secondary schools. Oxon: Routledge
Patterson, J., McKenna-Crook, D., & Swick, M. (2006). Theatre in the Secondary Classroom: Methods and Strategies for the Beginning Teacher. Portsmouth, NH: Heinemann
Nicholson, H. (2000). Teaching Drama 11-18. London: Continuum
Nicholson, H. (2009). Theatre and Education. Hampshire: Palgrave Macmillan
O’Brien, N. & Sutton, A. (2013). Theatre in Practice. Oxon: Routledge
O'Neill, Cecily & Lambert, Alan (1991). Drama Structures: A Practical Handbook for Teachers. Cheltenham (England): Stanley Thornes.

Teaching Resources
Burton, Bruce (2007). Creating Drama. Sydney: Pearson Education
Burton, Bruce (2001). Living Drama, Third Edition. Sydney: Pearson Education
Clausen, Matthew (2004). Centre Stage, Second Edition. Melbourne: Heinemann
Gadaloff, Judith (1998). Springboards: Australian Drama 2. Sydney: Wiley
Hulson, Maggie (2006). Schemes for classroom drama. London: Trentham Books
Kempe, A. (2002). The GCSE Drama Coursebook. Cheltenham: Nelson Thornes
Mackey, S. & Cooper, S. (2000). Drama and Theatre Studies. Cheltenham, UK: Stanley Thornes
Neelands, J. & Dobson, W. (2008). Advanced Drama and Theatre Studies. London: Hodder Education
Neelands, Jonathon and Goode, Tony (2000). Structuring Drama Work -- a handbook of available forms in theatre and drama. London: Cambridge University Press
Tourelle, Louise (1998). Performance: A Practical Approach to Drama. London: Heinemann
Vergette, R. (2008). AQA Advanced Drama & Theatre Studies. Deddington, UK: Philip Allan Updates

Drama education theory – the ‘classics’
Heathcote, Dorothy & Bolton, Gavin (1995). Drama for Learning -- Dorothy Heathcote's Mantle of the Expert Approach to Education. London: Heinemann
Heathcote, Dorothy (1984). Collected writings on education and drama. London: Hutchinson Education
Wagner, Betty (1980/1988). Dorothy Heathcote: Drama as a learning medium. London: Hutchinson Education
Morgan, Norah and Saxton, Juliana (1989). Teaching Drama . . . A mind of many wonders. Cheltenham: Stanley Thornes (Publishers) Ltd
Bolton, G.M. (1998). Acting in classroom drama: a critical analysis. Portland, Maine: Calendar Islands Publishers
Neelands, J. (1992). Learning Through Imagined Experience. London: Hodder & Stoughton
Bolton, G.M. (1992). New perspectives on classroom drama. London: Heinemann
Fleming, M. (2003). Starting drama teaching. London: Fulton

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Other Resources

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Some useful online resources:
Teacher resource exchange Arts online http://artsonline.tki.org.nz/resource-exchange/Drama/
http://seniorsecondary.tki.org.nz/The-arts/Learning-programme-design/Designing-a-senior-secondary-drama-programme
NCEA on TKI website http://seniorsecondary.tki.org.nz/The-arts/Drama
Email Drama forum dramanet@artsonline.tki.org.nz
Plays from the list of recommended texts published on the NZQA website: http://nzqa.govt.nz/nqfdocs/ncea-resource/specifications/2010/level3/drama.doc

On NCEA:
Secondary Drama Guides ESA publications Levels 1-3 available (reprinted after 2011/2012)

On Arts Education:
Robinson, Ken, Do Schools kill creativity?http://www.ted.com/index.php/talks/ken_robinson_says_schools_kill_creativity.html

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Online Support

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Online support can be accessed via Moodle site for the paper.
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Workload

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The expected workload is approximately 150 hours (50 hours of which is spent in face to face or online study). Students should therefore be prepared for several hours per week of independent study, reading and reflection.
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Linkages to Other Papers

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Prerequisite(s)

Students must have completed papers at 300 level in a subject that supports the teaching of Drama in secondary schools.

Corequisite(s)

Equivalent(s)

Restriction(s)

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