024421 Creative Arts 4: Drama

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2025 is available in the Archives.

UTS: Education: Initial Teacher Education
Credit points: 6 cp

Subject level:

Undergraduate

Result type: Grade, no marks

There are course requisites for this subject. See access conditions.

Description

This subject introduces and explores curriculum content with particular focus on the Kindergarten to Year 6 context, including drama elements and forms, scriptwriting, story adaptation, and play building productions for and with young people. Knowledge and understanding of drama in an historical and cultural context and its practical and multidisciplinary nature is also a focus, with study of the roles within a production process, as well as scriptwriting and adaptation.

Subject learning objectives (SLOs)

a.	Identify and explore key aspects of curriculum content, drama elements and forms for primary school contexts
b.	Identify, explain and apply the concepts of “drama,” “theatre” and “children’s theatre” within primary school learning contexts
c.	Identify, explore and evaluate key aspects of theatre in its historical, cultural, and social contexts with focus on the relevance for teaching and learning with primary school students
d.	Explore the significance of roles in theatre arts, with particular emphasis on the importance of arts collaboration in theatrical production for and with young people
e.	Apply strategies and techniques for script writing to the development of a play for young people
f.	Process knowledge and understanding and enhance skills through oral and written presentations and through participation in a range of theatrical/drama workshop experiences
g.	Apply effective communication using diverse modes in academic and professional contexts

Course intended learning outcomes (CILOs)

This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.

Operate professionally in a range of educational settings, with particular emphasis on their specialisation (GTS 1, 2) (1.1)
Design and conduct effective learning activities, assess and evaluate learning outcomes and create and maintain supportive and safe learning environments (GTS 1, 2, 3, 4, 5) (1.2)
Employ contemporary technologies effectively for diverse purposes (GTS 2, 4) (1.5)
Analyse and synthesise research and engage in inquiry (GTS 3) (2.1)
Operate ethically with a commitment to social justice (GTS 4, 7) (5.1)
Communicate effectively using diverse modes and technologies (GTS 2, 3, 4) (6.1)

Teaching and learning strategies

The seminars actively involve students in the exploration and application of drama elements, forms and theatre concepts, as they learn to write, adapt and explore theatre traditions and their connections to the learning context and children’s theatre. Sessions will engage students in a balance of individual and collaborative experiences, acknowledging however the importance of effective collaboration in all aspects of drama experience and theatre production. Exploration regarding the role of technology in the theatrical process will also take place. Seminars will be supported by pedagogical strategies such as lecturer presentations, reading-based activities, audio-visual presentations, small group discussions, dramatic presentations, and reflective exercises

Content (topics)

This subject aims to explore drama elements and forms in learning contexts, as well as providing an overview of world theatre, script writing, and roles in theatre productions, with particular focus on curriculum content and children’s theatre. Students have the opportunity to develop a children’s theatre script and workshop it with others.

Assessment

Assessment task 1: Appreciating Drama - critical response comparing and contrasting two pieces of children�s drama

Objective(s):

a, b, c, d, f and g

Weight:

30%

Length:

Written component 1200-1500 words + references, and orally presented in class.

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Concise discussion of dramatic qualities, similarities and differences of the 2 works	20	a, b, c, g	2.1
Clarity and effectiveness of the critical appraisal of two drama works	20	a, c, d, g	2.1
Consideration and inclusion of Drama elements, forms and learning outcomes from the K-6 Creative Arts Syllabus.	20	a, g	1.5
Responding to and interpreting the performances, including your own feelings and attitudes towards the drama	20	a, b, f	1.1
Accuracy, clarity and cohesiveness of the written text, including accurate referencing.	10	g	6.1
Oral presentation of task (inclusion of visuals/multimedia to support is optional)	10	f	6.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Playbuilding (and performance), script writing and development of a five-week scope and sequence

Objective(s):

a, b, c, d, e, f and g

Weight:

40%

Length:

This will be discussed in tutorials. Included below are indicative lengths.

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Coherence of synopsis and list of characters with relevant details	5	a, b, c	6.1
Clarity of overall staging/ props/ costume plan	5	b	6.1
Logical justification of why the play as developed is suitable for the target audience	5	a, b, c	2.1
Appropriateness and logical development of discussion related to the criteria and how they are included/addressed	20	a, b, c, e	1.1
Logical and coherent sequencing of scope and sequence	20	a, b, d, g	1.2
Appropriateness, coherence and effectiveness of written script (including stage directions)	20	a, b, e, f	6.1
Accuracy, clarity and cohesiveness of the written text, including accurate referencing.	10	f, g	6.1
Participation in scriptwriting workshop sessions and final performance	15	e, f	5.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Peer teaching task with written description of activity + tutorial participation

Objective(s):

a, b, c, f and g

Weight:

30%

Length:

5 minutes + written description of activity

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Appropriateness and proficiency of drama teaching techniques	30	a, b, f	1.2
Relevance of activity for the given drama skill/s	20	a, b, c	1.1
Accuracy, clarity and cohesiveness of the written text, including accurate referencing	30	a, b, f, g	6.1
Tutorial participation	20	f	5.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

Attendance at tutorials is important in this subject because it is based on a collaborative approach which involves essential workshopping and interchange of ideas with other students and the tutor. An attendance roll will be taken at each class Where possible, students should advise the tutor in a timely manner if they are unable to attend.
Students who fail to attend 85% of classes will be refused to have their final assessment marked (see Rule 3.8).

References

Selected References:

Bate, J. & Jackson, R. (1996) Shakespeare: an illustrated stage history. New York: Oxford University Press.

Davis, R. (2001) Developing characters for script writing. London: A&C Black.

Poston-Anderson, B. (2001) Asian folktales. Sydney: Centre for Research and Education in the Arts, UTS).

Poston-Anderson, B. (2008) Drama: Learning Connections in Primary Schools. South Melbourne: Oxford University Press.

Poston-Anderson, B. & McCrae, M. (2002) “From page to stage: Adapting folktales” [UTS. CREA unpublished paper].

Wood, D. with Grant, J. (1997) Theatre for children: Guide to writing, adapting, directing and acting. London: Faber and Faber.

For examples of plays written for children & young people:

see Children’s Plays in the university catalogue