| Title: | Soc Engaged Theatre Theory |
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| Long Title: | Socially Engaged Theatre Theory |
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| Valid From: |
Semester 1 - 2021/22 ( September 2021 ) |
| Module Coordinator: |
LOUISE FOOTT |
| Module Author: |
Chriszine Backhouse |
| Module Description: |
This module introduces students to a range of socially engaged theatre processes. Through experiential learning, students will explore the aesthetics, ethical considerations, and transformative potential of socially engaged theatre. Students will analyse socially engaged theatre theories and practices, engage in critical reflection, and experience theatre approaches for societal change. |
| Learning Outcomes |
| On successful completion of this module the learner will be able to: |
| LO1 |
Describe the aims and approaches used in engaged theatre practices. |
| LO2 |
Analyse socially engaged theatre aesthetics |
| LO3 |
Identify and critically reflect on the ethical considerations of socially engaged theatre |
| LO4 |
Explore the process of transformation that occurs through engaged theatre practices |
| Pre-requisite learning |
Module Recommendations
This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named CIT module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s). |
|
Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list. |
| No incompatible modules listed |
Co-requisite Modules
|
| 14960 |
DRAM8056 |
Soc Engaged Theatre Applic |
Requirements
This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. You may not enrol on this module if you have not acquired the learning specified in this section.
|
| It is highly recommended that learners have a Level 8 in one of the following areas: Theatre, Arts in Education, Art Therapy or Participatory Arts Practice. Alternatively, learners could have completed the Level 9 Creativity and Change SPA, or have other relevant experience. |
Module Content & Assessment
| Indicative Content |
|
Engaged theatre aesthetic: Drama Foundations
Learners will assess the aesthetics of socially engaged theatre and explore foundational drama processes through discussions, lectures and experiential learning
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Ethical considerations
Learners will analyze the ethical considerations of socially engaged theatre practices, including representation, power dynamics, safety, conflict resolution and collaboration. This will take place through discussion and experiential learning.
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Intervention and transformation
Learners will engage in experiential and discussion based learning focused on the role of intervention and transformation in socially engaged theatre practices and performance
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| Assessment Breakdown | % |
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| Course Work | 100.00% |
| Course Work |
|---|
| Assessment Type |
Assessment Description |
Outcome addressed |
% of total |
Assessment Date |
| Essay |
Socially Engaged Theatre Paper Review |
1,3 |
20.0 |
Week 4 |
| Presentation |
Students will present the work of a socially engaged theatre practitioner, analysing the performance aesthetics, and addressing ethical considerations applicable to the project. |
2,3 |
30.0 |
Week 8 |
| Essay |
Socially Engaged Theatre Theory Essay |
2,4 |
50.0 |
Week 12 |
| No End of Module Formal Examination |
| Reassessment Requirement |
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.
|
The institute reserves the right to alter the nature and timings of assessment
Module Workload
| Workload: Full Time |
| Workload Type |
Workload Description |
Hours |
Frequency |
Average Weekly Learner Workload |
| Lab |
Experiential study of theory and practice |
12.0 |
Every Month |
3.00 |
| Independent & Directed Learning (Non-contact) |
Required reading and assignment preparation |
4.0 |
Every Week |
4.00 |
| Total Hours |
16.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
3.00 |
| Workload: Part Time |
| Workload Type |
Workload Description |
Hours |
Frequency |
Average Weekly Learner Workload |
| Lab |
Experiential study of theory and practice |
12.0 |
Every Month |
3.00 |
| Independent & Directed Learning (Non-contact) |
Required reading and assignment preparation |
4.0 |
Every Week |
4.00 |
| Total Hours |
16.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
3.00 |
Module Resources
| Recommended Book Resources |
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- Prentki, Tim & Abraham, N (Eds.) 2020, The Applied Theatre Reader, 2nd Ed., Routledge Chicago [ISBN: 9780367376291]
| | Supplementary Book Resources |
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- Bowles, N. & Nadon D, (eds.) 2013, Staging Social Justice: Collaborating to create activist theatre., SIU Press Illinois [ISBN: 9780809332397]
- Augusto Boal 1979, Theatre of the Oppressed., Theatre Communication Group New York [ISBN: 9780745328386]
- Landy, Robert & D. Montgomery 2012, Theatre for Change: Education, social action & therapy., Palgrave Macmillan New York [ISBN: 9780230243668]
- Jo Salas 2019, Improvising with Real Life: Personal story in Playback Theatre 20th anniversary edition., Tusitala Publishing New York [ISBN: 978096423509]
- McDonnell, B 2009, Theatre of the Troubles: Theatre, resistance, and liberation in Ireland., Exeter University Exeter [ISBN: 978085989794]
- Jan Cohen-Cruz 2010, Engaging Performance: Theatre as call and response, 1 Ed., Routledge London [ISBN: 0415472148]
- Jenny Hughes, Helen Nicholson 2016, Critical Perspectives on Applied Theatre, 1 Ed., Cambridge University Press Cambridge [ISBN: 978110764228]
| | Recommended Article/Paper Resources |
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- Salverson, Julie 2001, Change on who's terms?, Theatre, Vol. 31 Issue 3, 118 [ISSN: 1527-196X]
| | Supplementary Article/Paper Resources |
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- Rea, D 2008, Refugee Performance: Aesthetic representation and accountability in Playback Theatre., Research in Drama Education, 13 (2), 4 [ISSN: 1356-9783]
- Jennings, M 2010, Aesthetics and Efficacy in Community Theatre in Contemporary Northern Ireland., Research in Drama Education, 15 (1), 6 [ISSN: 1356-9783]
- Julie Salverson 1999, Transgressive Story or an Aesthetic of Injury: Performance, pedagogy and ethics., Theatre Research in Canada / Recherches Théâtrales Au Canada, 20 (1), 4 [ISSN: 1913-9101]
| | Other Resources |
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- Website: International Playback Theatre Website
- Website: infed.org: space to explore education,
pedagogy, community-building, and
change.
- Website: Regular marvels: Community art projects
and books
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Module Delivered in
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