Drama and Education BA (Hons)

Single and Joint Honours, Full-time

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Key Details

  • 3 Years
  • 88/96 Typical UCAS Tariff
  • WXL3 Course Code
  • Full Time
secondary school teacher

Overview

Why study Drama and Education?

This course is ideal if you enjoy working with children and young people, and wish to discover effective ways of empowering them to learn; or if you enjoy acting, and want to consider using your skills outside of a theatre setting. ‘Performing’ in certain ways in school and other environments can motivate and engage children of all ages and abilities in the learning process. The Drama and Education programme at Newman will teach you how to do this, and why it works.

As a Drama student at Newman, you have the opportunity to get involved with the Community & Applied Drama Lab (CADLab). CADLab is a research unit established within Newman’s Drama department. Read more about CADLab.

 

What does the course cover?

The course has three strong themes which are shared in both drama and education modules.

1. Languages of Learning. You explore different histories, theories and processes of learning. How does the quality of the learning experience change when different types of communication are used? For instance, images, words and bodies can make meaning in different combinations in very different ways.

2. Languages of Power. You examine the social construction of schooling, agency and identity formation. You focus on the work of famous theorists like Foucault, Althusser, and Lacan, who explore the relationship between society, ideas, and individuals.

3. Languages of Creativity. You look at the difference between active and receptive learning, and explore imagination and its meaning in educational contexts.

These themes run through the drama modules in which you will read plays from important historical periods. We look at the different ways words, images and bodies have been used to empower audiences politically, and at how drama changes as society changes. We explore the dynamics of classroom drama, in which the audience as such vanishes, and words, images and bodies are carefully choreographed both to intrigue, and to give authority to children.

How will I be assessed?

The course uses a variety of assessments to help develop a range of different skills from traditional essay and report writing to presentations, dramatic productions, analysis tasks, reflective logs, research projects and web design. Your assessments serve a vital role in helping you gain the skills that employers need and our diverse assessment strategy helps ensure you have a range of skills.

What makes this course noteworthy?

One of the main attractions for students on this course is the close personal attention you receive from tutors. As classes and workshops are held in small groups, the tutors can observe your development and help you to improve your skills on an individual basis. Newman has excellent links with a wide variety of people currently working in the industry, who advise students and know what is required to be successful in the theatre.

There is a large element of practical work such as workshops, field trips and work experience to help you define your career plans and gain vital work experience in the theatre. Field trips to local theatres and extra-curricular opportunities will enable you to gain experience with our partners such as The Hippodrome, SAMPAD (South Asian arts), and Birmingham REP.

There is the chance to perform in professional spaces such as Midlands Arts Centre, Birmingham and The Crescent Theatre and an opportunity to be involved in applied drama projects in schools, hospitals and community venues as part of Newman’s Community and Applied Drama Lab (CAD Lab). In recent years, Drama students have taken placements at the Birmingham Rep, Birmingham Hippodrome and The Crucible Theatre in Sheffield, amongst others, which will help you prepare for the world of work.

The Mantle of the Expert Teacher Network, and the Community and Applied Drama Laboratory (or CaDLab) both run from Newman to support further work in the area of Drama in Education and Theatre in Education in school contexts and Applied Drama with/for Children in the community. The network links students with local drama teachers at conferences and professional development events, and offers a specialised drama pathway on Newman’s newly validated Master’s degree in Education. We also have links locally with Woodrow First School in Redditch, where standards have been raised by delivering the entire curriculum through drama. Woodrow staff train teachers in Drama in Education methodology internationally, and offer world-class practice on a day to day basis for students to observe.

Education Studies has a broad appeal to a wide range of prospective students whose interests include education, teaching, and training in other employment contexts. In exploring contemporary educational issues, the course offers an excellent basis for postgraduate teacher training. The course is not, however, restricted exclusively to ‘school–based’ issues. Through the taught modular programme students will work across a range of themes such a social justice, globalisation and sustainability, and management of change. These will be of particular interest to those students whose aspirations lie in other educational environments – such as youth, community and charity work, NGOs, and training and development.

The compulsory work placement not only provides you with valuable graduate level experience of work within an area you may be considering for a career, but is a key asset when applying for jobs. In addition to a work placement you will have the chance to do an extended dissertation in either subject or on an interdisciplinary basis, linking the two subjects together.

What careers can I consider?

Drama and Education is an excellent combination for a number of careers; not only for teaching drama but other education-related careers (such as theatre in education), management roles, or positions requiring the skills to understand, motivate and communicate with people. Other career destinations could include youth work, training and development roles, community work, arts administration, event management or leadership roles.

Entry Requirements

September 2018 Entry Requirements

You must achieve either at least 96 UCAS points including a minimum of CC at A level or equivalent (e.g.MM at BTEC Diploma), or a total of 88 points from a maximum of 3 A levels.

Access Students can achieve the requirements with the following combination of Distinction, Merit and/ or Pass grades at level 3 achieved from a completed Access course. 96 UCAS Points: D21-M3-P21; D18-M9-P18; D15-M15-P15; D12-M21-P12; D9 M27-P9; D6-M33-P6; D3-M39-P3; D0-M45-P0.

5 GCSEs at grade C or above including English or a recognised equivalent, are also required.

Contact details

Admissions Tel: 0121 476 1181 (Ext. 2437) Email: admissions@newman.ac.uk

ContactGraham Stephenson(Head of Drama) Tel: 0121 476 1181 (Ext. 2468) Email:G.Stephenson@newman.ac.uk

Directions

Course Fees

Fees per academic year: 2017/18

Full-time UK/EU Students: £9,250*

* Please note for 2018/19 the University reserves the right to increase fees broadly in line with increases in inflation, or to reflect changes in government funding policies or changes agreed by Parliament.

Finance and Scholarship information

Additional costs:

A Disclosure and Barring Service (DBS) is not required for entry into this programme, although it is in many cases required by employers before students can begin their Year 2 (level 5) work placement. The cost of the DBS is currently £50 (including processing fee) with the option of subscribing to the update service which is currently £13 per year. For more information on your DBS application please click here.

Modules

As a full-time undergraduate student, you will study a total of 120 credits each year. Credits are made up of mandatory modules and you may have a list of optional modules to choose from. Please note, not all optional modules run every year.  All modules are listed below and you may not be required to complete all of these modules. Most modules are 20 credits and the dissertation is 40 credits.

  1. THE TERRIBLE TRUTH: ANCIENT GREEK AND EARLY MODERN TRAGEDY AND COMEDY
    (Compulsory) dru401
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    MODULE SUMMARY :

    This ‘Introduction to Drama’ module will explore the essential dramatic tropes of Comedy and Tragedy from the Ancient Greek and British Early Modern periods. Students will read selected plays from the two periods and explore traditional methods of staging them, to understand how the spoken text and performing body can combine to elicit the power of the tragic or comic response from an audience. The module will normally include a field trip to the theatre. 

    CONTACT HOURS :

    Scheduled : 48.00 Independent : 152.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Acquaint students with selected plays from the Ancient Greek and Early Modern canon.
    • Explore how Tragedy and Comedy were staged; how these tropes varied and evolved.
    • Begin to examine how Drama brings words and bodies together in different ways.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to: 

    • Recognise, and identify, how different dramatists approach comic and tragic drama in different ways.     
    • Explore, discuss and experiment with ways in which staging impacts on audience reception.
    • Present findings verbally and performatively.

    METHOD OF ASSESSMENT :

    Component 1 - 30% ABSTRACT 1000 WORDS, EXC. BIBLIOGRAPHY

    Component 2 - 70% PERFORMANCE (FIVE MINS PER STUDENT INVOLVED)

  2. APPLIED DRAMA 1: INTRODUCTION TO THEORY AND PRACTICE
    (Compulsory) dru405
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    MODULE SUMMARY :

    This module will be focused on Applied Drama/Theatre, its contexts and audiences. You will undertake classroom both theoretical and practical sessions (lectures and workshops) to understand the theoretical and practical perspectives of Applied Drama/Theatre with understanding of the pedagogical, interactive, artistic, cultural, ethical and socio-political principles of the genre. You will learn the aims and objectives; where possible in practice or watch DVDs; and apply some of the methods and techniques for yourselves. You will be assessed on your analysis of an existent Applied Drama/Theatre project for a particular audience.

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Have developed an understanding of the underpinning theory of Applied Drama theory.
    • Have developed an understanding of mapping pedagogies and focused attention on the condition and means through which knowledge is produced in Applied Drama practice.
    • Have experienced a dynamic learning process through watching examples of projects and discussing different narratives –cultural, artistic, political – and negotiate learning through Applied Drama.
    • Have learned to work effectively as autonomous learners and in a group.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to: 

    • Develop an understanding of the principles and values of Applied Drama theory and practice.
    • Develop an understanding of mapping pedagogies and encouraging reflection on existent Applied Drama practices.
    • Watch examples of Applied Drama projects and discuss the educational/cultural/political contexts within which these exist.
    • Take part in a practical activities related to Applied Drama.
    • Present a creatively engaging analysis of an Applied Drama project.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Essay (3000 words)

  3. PUBLIC PERFORMANCE 1
    (Compulsory) dru408
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    MODULE SUMMARY :

    This module will develop students’ ability to use theories acquired regarding acting and directing, technical aspects of signing in theatre, analysing text and developing character. It will involve the production of a play, or part of a play, normally (but not exclusively) in the realist tradition.  The module is practically-based, but also encourages students to be reflective about their own practice. It utilises a range of theatrical methodologies, but draws particularly on the ideas of Stanislavski.

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to enable students to apply their knowledge and understanding of:

    • Key practitioners including writers, directors and designers
    • The cultural and historical contexts of such practitioners and practices
    • Utilise and apply a range of methodologies to analyse text
    • Utilise and apply a range of methods to analyse and develop character
    • Processes, by which performance is created, realised and managed
    • The reading of written texts and of how to effect transitions from page to stage
    • The performance and production skills necessary to communicate with an audience.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to:

    • Demonstrate an understanding of key practitioners, such as Stanislavski, their theoretical and practical ideas through performance.

    • Explore the processes an actor or director might use to analyse and develop theatrical characters

    • Realise a script or performance technique

    • Use a range of techniques and methodologies to analyse text and develop character.

    METHOD OF ASSESSMENT :

    Component 1 - 100% REALISATION OF PERFORMANCE OR PRODUCTION SKILL

  4. INTRODUCTION TO EDUCATION STUDIES: EDUCATION AND SOCIETY
    (Compulsory) esu401
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    MODULE SUMMARY :

    This module introduces key concepts in the study of Education at Level 4.  These concepts are introduced as distinct dimensions to support the development of students’ holistic understanding of Education at Level 4 and in particular the study of Education and Society in semester 1. 

    The module then aims to enhance students’ understanding of a range of factors that impact upon the ‘life journeys’ and ‘life chances’ of individuals and diverse groups and their experiences of education within different societies. Students will explore the constructs of childhood, adolescence and adulthood and investigate factors including the family, identity, class, engagement and disaffection that shape experiences of education. 

    The module will enable students to critically evaluate the extent to which these factors impact on different individuals and groups. They will be invited to reflect on the relationships between various examples of research and the factors that have influenced their own ‘life journey’ and biographies as learners. This particular focus complements the overall aim of L4-1: to explain ideas, themes and contemporary issues that inform critical study as the basis of progressive study across all levels of the award.

    CONTACT HOURS :

    Scheduled : 48.00 Independent : 152.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Introduce students to key concepts that underpin the study of Education at undergraduate level
    • Develop students as active learners by enhancing their reflection on the impact of societal factors on the life chances and educational experiences of children, young people and adults.
    • Enable students to understand how these factors influence life chances and educational experiences within various settings and diverse countries.
    • Enable students to draw upon a wide range of intellectual sources and theoretical perspectives to illuminate education and the contexts within which it takes place.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have had a range of opportunities to begin processes of: 

    • Applying key concepts in the discussion of educational issues
    • Understanding a range of societal factors that impact upon the education and life courses of children, young people and adults.
    • Evaluating the effects of differing social and economic factors on the education of children, young people and adults.
    • Critically engaging with fundamental questions concerning the aims and values of education and its relationship to society.
    • Analysing how concepts and theories from social policy relate to interpretations of education systems.
    • Evaluating a range of literature and other sources that engage with education policy and practice.
    • Investigating the assumptions that underpin policy and practice with relation to the aims and values of education policy where it affects the life courses of children and young people.
    • Developing their own research, critical analysis and writing skills.

    METHOD OF ASSESSMENT :

    Component 1 - 30% Essay (1500 words)

    Component 2 - 70% Group Presentation (15 minutes)

  5. DOING THEORY ON EDUCATION: DEVELOPING A CRITICAL APPROACH
    (Compulsory) esu402
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    MODULE SUMMARY :

    This module is designed to help students develop a critical approach to the theorisation of Education as a field of undergraduate study. It is intended that the phasing of this module will follow the completion of semester 1 course work and assignment feedback; thus offering formative advice and strategies for improving their reading, writing and  theorisation of Educational issues.  The module aims to help students make the familiar unfamiliar through further reflection on: their own educational experiences, their reading of key educational texts, and their approach to articulating ideas about education in written and oral form.  The module then aims to support students through the anxiety-provoking experience of ‘troublesome knowledge’ while encouraging them to explore and question contested educational ideas. 

    CONTACT HOURS :

    Scheduled : 24.00 Independent : 76.00 Placement : 0.00 Total :  100.00

    MODULE CURRICULUM LED OUTCOMES :

    The aims of this module are to enable students to:

    • Develop a critical perspective on educational ideas
    • Articulate evolving educational arguments in written and oral form
    • Evaluate and reflect upon assignment feedback and their own approach to writing and presentation
    • Question and corroborate previously held convictions through exposure to educational ideas and research.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have opportunities to:

    • Discuss educational ideas and approaches with reference to educational literature and published research 
    • Demonstrate an evolving approach to educational critique, argument and stance.
    • Share preferred approaches to undergraduate study
    • Evaluate educational ideas and practices in the context of personal experience, value positions, and ‘troublesome knowledge’
    • Develop a theoretical approach to the study of education.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Portfolio

  6. INTRODUCTION TO LEARNING AND TEACHING
    (Compulsory) esu404
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    MODULE SUMMARY :

    This module complements and develops some of the concepts which students will have been introduced to and engaged with in ESU401 (L4-1) Introduction to Education Studies: Education and Society.

    The module aims to enhance students’ understanding of a range of factors that impact upon learning and teaching to further student evaluation of contextual factors surrounding diversity in the learning and teaching experience.  The module will enable students to explore educational practice at various levels and encourage students to reflect on their own learning in order to explore the ways in which values and beliefs impact on decisions about how learning is organised, what we learn and why.

    Students will be invited to interrogate a variety of differing learning experiences and engage in evaluation of these with reference to issues of equity, diversity and social justice.  Students will be encouraged to reflect on their own learning experiences with reference to critical evaluation of theoretical perspectives, reading and research and to further understanding of concepts such as education, schooling, identities, learner/teacher roles, educational values and beliefs. 

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

    • Enable students to understand theoretical contributions to understanding the nature and processes of learning and their relevance educational practice
    • Develop students as active learners by enhancing their reflection on the impact of contextual features of the learning and teaching experience.
    • Enable students to understand how differing values and perspectives influence learning and educational experiences within various settings.
    • Enable students to draw upon a wide range of sources and theoretical perspectives to explore differing contexts for learning and teaching

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have had a range of opportunities to begin processes of:

    • Understanding the range of values and beliefs that impact upon the organisation of learning and teaching in differing contexts
    • Evaluating the effects of differing learning and teaching contexts on individual learning.
    • Analysing how concepts and theories on learning and teaching relate to interpretations in educational practice.
    • Evaluating a range of literature and other sources to interrogate educational ideas on learning and teaching and how these influence policy and practice.
    • Developing their own research, critical analysis and writing skills.

    METHOD OF ASSESSMENT :

    Component 1 - 100% 2500 WORD WRITTEN REPORT

  7. INTRODUCTION TO WORK RELATED LEARNING
    (Compulsory) plu404
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    MODULE SUMMARY :

    This module aims to equip students with the knowledge and self-management skills to make informed choices in preparing for work placement and the transition to employment or further study on graduation.  

    Learners will be provided with the opportunities to develop awareness of the workplace, identify different career and study options, recognise and articulate their own experience, accomplishments and talents and plan and implement career management strategies for the short and long term.

    CONTACT HOURS :

    Scheduled : 12.00 Independent : 88.00 Placement : Total :  100.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

    • Support students in developing informed choices about the career pathways available to them, in relation to their subject choices.
    • Prepare students for work-based learning and the application / exploration of subject knowledge in the workplace.

    • Encourage students to make connections between their learning, placement choice, future job aspirations and contribution to society.

    • Enable students to build confidence in securing work placements and future employment.

    • Support students in reflecting upon their preparation for their work placement and future employment.  

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have had the opportunity to:

    1. Examine how their experiences, accomplishments, and abilities relate to employer expectations.

    2. Demonstrate engagement with, and an understanding of, graduate employment pathways and employability issues relating to their own career aspirations.

    3. Research organisations for the purposes of securing a work placement.

    4. Reflect upon their learning and development.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Reflective Essay and Appendix, 2000 words

  1. MODERN DRAMA
    (Optional) dru500
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    MODULE SUMMARY :

    This module follows on from ‘The Terrible Truth’, at Level 4, which explores Ancient Greek and Early Modern Tragedy and Comedy. It will focus on changes to comic and tragic tropes in selected Naturalist/Realist, Formalist/Epic, and Cruelty/Absurd plays, to bring students into the era of Post-structuralism. Digital literacy and scholarship methods will be embedded in this module in preparation for Dissertation and higher study. The module will normally include at least one field trip to the theatre. 

    CONTACT HOURS :

    Scheduled : 24.00 Independent : 76.00 Placement : 0.00 Total :  100.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Introduce students to selected plays from the Modern canon.
    • Explore, and develop their knowledge and critical understanding of the different effects of Modernism on comic and tragic tropes, understanding how this knowledge influences their analyses, arguments, and interpretations.
    • Teach students how to research and write a mini literature review, structure an argument, and write an abstract.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to: 

    • Identify the impact of key dramatists and practitioners and the range of techniques they introduced to undertake a critical analysis of the development of drama in the Modern era.
    • Workshop, discuss and communicate argument and analysis regarding the staging of Modernist plays; solving problems, taking decisions, and communicating outcomes.
    • Research and present arguments using own work, demonstrating critical understanding of key modernist techniques in drama.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Essay (2000 words) with Abstract (150 words) & Correctly Compiled Bibliography

  2. APPLIED DRAMA AND DEVISED PERFORMANCE 2: THEATRE IN EDUCATION
    (Compulsory) dru504
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    MODULE SUMMARY :

    This module will be focused on Theatre-in-Education (TiE), a form of educational theatre that falls in the taxonomy of Applied Drama/Theatre. The students will learn the history, theoretical development, and methodologies of TIE; investigate how TIE relates to both theatrical (alternative and political theatre) and educational contexts (teaching and learning); its aims and objectives; where possible observe it in practice or watch DVDs; and apply its techniques and methods for themselves. Special focus will be given on the devising process (preliminary research; selecting themes; devising episodes; preparing a teachers’ package; creating material students will need for their TiE programmes.)

    CONTACT HOURS :

    Scheduled : 46.00 Independent : 154.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to introduce students to: 

    • The history (1965-2000), theoretical development, and distinctiveness of Theatre in Education;
    • The contribution of TiE key practitioners and theorists;
    • TIE devising methodology;
    • Investigate the interplay between theory and practice in TIE, pedagogy & praxis;
    • Where possible, give students experience of a professional TIE programme;
    • Allow students to apply TIE methodology for themselves.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to: 

    • Develop an understanding of the principles and values of TiE theory and practice.
    • Develop an understanding of mapping pedagogies and encouraging reflection on existent TiE practices.
    • Watch examples TiE projects and discuss the educational/cultural/political contexts within which these exist.
    • Take part in a practical activities related to TiE.
    • Use performance techniques associated with TIE to devise an original (short) TIE performance/programme that may be presented to a school environment.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Group Presentation (20 minutes, 3000 word equivalent)

  3. PUBLIC PERFORMANCE 2
    (Compulsory) dru507
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    MODULE SUMMARY :

    This module will normally involve students working together or in groups on the production of a single play or a number of short plays. Students may also devise an original play or individual scenes either collectively or in smaller groups, and direct their work under the tutor’s supervision. The assessment will cover the performance, taking into account the students’ contribution to the rehearsal process. The efficacy of the performance or production aspects will be given equal weight on a qualitative, not quantitative basis to ensure that having a big acting part does not mean automatic high marks. While students will work independently in student directed time, the lecturer will be observing/ advising/ directing as needed throughout the process.

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to enable students to deepen and critically apply their knowledge and understanding of:

    • Various forms of drama and the effects of these on audience reception.

    • The operation of different dramatic structures - for example, the processes by which empathy or alienation and deconstruction are achieved on stage, and their consequent effects on audiences in generating sympathy and/or distance.

    • Key practitioners including writers, directors and designers

    • The cultural and historical contexts of such practitioners and practices

    • Utilise and apply selected methodologies to analyse text

    • Utilise and apply selected methods to analyse and develop character

    • Processes, by which performance is created, realised and managed

    • The reading of written texts and of how to effect transitions from page to stage

    • The performance and production skills necessary to communicate with an audience.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to:

    • demonstrate an understanding of at least one practitioner’s theoretical and practical ideas in relation to their own performance.

    • Use and evaluate a selected range of techniques and methodologies to analyse text and develop character.

    • Realise a script or performance technique.

    • Develop competence in a range of drama skills: such as theatre-related performing and production skills and techniques appropriate for different forms of drama.

    • Gain independence as learners and develop skills that are likely to be employment related.

    • Establish and maintain co-operative working relationships, working as an effective production team(s). Manage rehearsals, learn lines and take group responsibility in a given time frame.

    • Work autonomously, setting and keeping to agreed rehearsal and technical deadlines to complete performance preparation.

    • Develop practical and professional skills, such as personal body and voice projection,

    • Work successfully on face and gesture expression to convey meaning and, build confidence on stage in front of audiences.

    METHOD OF ASSESSMENT :

    Component 1 - 100% REALISATION OFF PERFORMANCE OR PRODUCTION SKILL

  4. POSTMODERN DRAMA
    (Optional) dru520
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    MODULE SUMMARY :

    This module follows on from ‘The Terrible Truth’, at Level 4, which explores Ancient Greek and Early Modern Tragedy and Comedy, and ‘Modern Drama’ in Semester 1 of Level 5, which focusses on Modernist changes to Dramatic form. Postmodern Drama will explore the impact of post structuralism on drama; the violent ‘In-Yer-Face’ British Plays of the 1990s; Hans Thies Lehmann’s ‘aesthetic of un-decidability’ which characterises ‘post-dramatic’ performance; the fragmented relationship between the spoken text and performing body in the Postmodern era. 

    Digital literacy and scholarship methods will be embedded in this module in preparation for Dissertation and higher study. The module will normally include at least one field trip to the theatre. 

    CONTACT HOURS :

    Scheduled : 24.00 Independent : 76.00 Placement : 0.00 Total :  100.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Introduce students to selected postmodern plays.
    • Begin to explore semiotic theory as a method of enquiry relevant to the study of structuralism and post-structuralism in drama and performance.
    • Investigate the notion of ‘post dramatic’ as a technique to undertake critical analysis of performance.  

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to: 

    • Identify how key dramatists and theatre companies have developed drama since 1980.
    • Explore, discuss and experiment with postmodern and intermedial staging, solving problems, taking decisions, and communicating outcomes.
    • Research and present information, argument, and analysis using own work, demonstrating critical understanding, to engage in wider critical debate.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Group Presentation (5 minutes per student, groups of 1-6)

  5. CRITICAL ENQUIRIES: EDUCATIONAL RESEARCH AND PRACTICE
    (Optional) esu500
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    MODULE SUMMARY :

    This module introduces students to qualitative, theoretical research in education and some of its distinctive approaches. The module provides an over-view of some of the key methodological debates in educational research and the ways in which these debates influence selection of areas of investigation, research design, data analysis and interpretation. In this module students will be introduced to the aims, methodologies, research strategies and methods used in qualitative research including practice based research methods. Students will consider ethical guidelines in research and their importance. 

    This module will enable students to develop understanding, skills and knowledge to aid progression into research at undergraduate dissertation level as they will be introduced to the knowledge and understanding necessary for the design of a research proposal.

    CONTACT HOURS :

    Scheduled : 24.00 Independent : 76.00 Placement : 0.00 Total :  100.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Equip students with the skills and competences necessary for the presentation of a small scale research proposal;
    • Enable students to understand the difference between different methodological approaches in educational research and their broad philosophical and ideological standpoints;
    • Introduce students to different research methods and discuss their relative merits and suitability for identified research problems in order to understand the basic principles of effective research design;
    • Introduce students to the ethical practice in educational research and required codes of conduct;
    • Identify suitable approaches to the presentation and sharing of research outcomes;
    • Critically reflect upon their own location in the educational process.

    LEARNING OPPORTUNITIES :

    Students will by the end of the module, have the opportunity to: 

    • Identify appropriate environments, problems, questions and approaches for educational research and ways of accessing evidence related to educational research;
    • Understand the relationship between epistemology and research methods and be able to apply the relationship to analyses of educational research;
    • Use and demonstrate knowledge about different kinds of educational research methods and designs, and the kinds of research questions for which they are appropriate to;
    • Design an appropriate small scale investigation in consultation with the module tutor;
    • Understand what research ethics are and how to ensure that ethical considerations are in place when conducting research;
    • Plan and present a research proposal through an appropriate medium e.g. presentation, conference paper, web-site.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Group Presentation (15 minutes)

  6. DEVELOPMENT AND EDUCATIONAL PSYCHOLOGY
    (Optional) esu503
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    MODULE SUMMARY :

    This module introduces students to and expands their knowledge of key theories and concepts within developmental, child and educational psychology. Utilising a bio-psycho-social stance, the module emphasizes normative perspectives on human growth and learning, with a predominant focus on that of children and young people. Against this foundation, consideration will be given to ways in which development and learning may be inhibited, derailed, varied and promoted by family, social and cultural influences as well as practitioner interventions. Emphasis is placed on interdisciplinary perspectives that contribute to critically understanding both these processes and the contested nature of the subject. The module aims to offer possibilities to link theory, research and practice with insights drawn from students’ own lived experience, thus fostering deeper integrative learning opportunities. Particular focus will be placed upon explaining ideas, themes and contemporary issues that inform critical study within this area, which, in turn, will serve to provide a platform for progressive study across all levels of the award.

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Introduce selected key theories and concepts within developmental, child and educational psychology
    • Emphasise normative perspectives on human growth and learning, with a predominant focus on that of children and young people
    • Consider ways in which development and learning may be inhibited and promoted by a range of influences
    • Consolidate students understanding of these concepts and processes with teaching examples, readings, and personal reflection
    • Establish foundational academic knowledge for both the specific topic area and broader interdisciplinary collaboration
    • Support students in developing new perspectives and understanding of their own developmental and learning formation and that of others
    • Consider the role of values and ethics on policy and practice
    • Develop students as active learners and researchers

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to: 

    • Demonstrate an understanding of core academic and professional concepts both within developmental, child and educational psychology and in relation to other disciplinary domains
    • Critically reflect on normative perspectives on growth and learning, particularly among children and young people, and approaches to influencing these processes
    • Consider the ways in which professional practices in these areas have developed through a matrix of socio-political, economic, scientific, academic and individual drivers
    • Consider practitioner decision making and judgement within these areas in the light of wider societal value systems      
    • Question – using theory and data – dominant approaches to professional practices
    • Reflect on their own values and on-going formative experience in light of contested concepts and ideas
    • Develop their own research, critical analysis and writing skills

    METHOD OF ASSESSMENT :

    Component 1 - 100% Structured Literature Review (3000 words)

  7. ESU504
    (Optional) esu504
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    Module Summary: This module undertakes a development of themes and threshold concepts studied at Level 4 and, in particular, those in the Education and Society module. This module will explore the relationship between systems of schooling and education and their economic, political and social contexts within an emphasis on education policy. The module explores the relationship between specific moments of educational policy and broader theoretical ideas about social change, political agendas and the nature of education as part of a system. The distinctive ideologies of different education systems will be explored through a detailed examination of the social origins of education systems. The module will then focus on how and why education systems change over place and time and the consequences these changes have for educational experiences and outcomes. CATS Value: 20 ECTS Value: 10 Contact Hours: Scheduled: 36 Independent: 164 Placement: 0 Total Hours: 200 Module Curriculum Led Outcomes: The aims of this module are to enable students to: •Explore the systemic features which shape the educational contexts within which educational systems develop. •Develop an understanding of the factors that shape educational policies and practices •Reflect on the interrelated processes of educational and social change. •Evaluate the relationships between education, the media and digital technologies in terms of learning and education systems. Learning Opportunities: Students will, by the end of the module, have opportunities to: •Outline policy developments in education and learning in post war Britain and how these reflect and have shaped educational processes and cultures. •Evaluate the significance of different chosen policy initiatives in education in terms of the inter relationships between educational systems and social change at institutional, local, national and international levels. •Identify the significance of chosen policy texts in terms of the education systems they have been produced within. • Articulate their own interpretations of these texts informed by various forms of evidence and research. •Develop their capacity for critical reflection and questioning. Method of Assessment Component 1: 50% Essay (2000 words) Component 2: 50% Paired Presentation (15 minutes)
  8. CREATIVE LEARNING
    (Optional) esu505
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    MODULE SUMMARY :

    This module considers the function of creativity and imagination in educational practice. Drawing on contemporary thinking, research, and inspection evidence, students will explore the different ways in which creativity has been defined and conceptualised and the relationship of imagination to the creative process. The module will consider the attributes of creative and imaginative practice and the environments and conditions for promoting imagination and creativity.

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

    • Outline contemporary thinking, research and practice in creative and imaginative education
    • Enable students to understand some of the characteristics, traits and conditions that are typically associated with creative behaviour and practice
    • Consider the ways in which creativity can be considered as a culturally specific practice
    • Help students consider ways in which the outcomes of imaginative and creative work can be evaluated
    • Promote students’ understanding of their own creative and imaginative processes, and those of others, through discussion and evaluation.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to:

    • Demonstrate knowledge of contemporary thinking and practice in creative and imaginative education
    • Describe and critically evaluate characteristics, traits and conditions associated with creative and imaginative behaviour and practice
    • Recognise that creative and imaginative practices are subject to different interpretations depending upon cultural and historical contexts
    • Consider ways in which the outcomes of imaginative and creative work can be evaluated
    • Structure ideas and outcomes for an oral presentation
    • Negotiate the selection of material for a public presentation
    • Identify, select and synthesise appropriate literature, research data and materials for presentation
    • Critically evaluate competing definitions of creativity and imagination, and ideas and approaches to its development.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Paired Presentation in an Alternative Setting (15 minutes)

  9. EDUCATIONAL POSSIBILITIES
    (Optional) esu506
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    MODULE SUMMARY :

    This module does education differently, both in terms of what we study as well as how we do it. Whereas other modules in education studies educate about education largely from a critical perspective on schools and societies, this module rips up the school and even society as we hegemonically know it. We look at, consider and discuss alternatives. The purpose of the explorations we undertake together are to know education afresh and differently. Examples of schools and a wide variety of out of school educational practice from around the world are considered. Our focus is on education with autonomy, self-direction, freedom not license, voice, community, destructured, unschooled, deschooled, home-led versions and other legal options. We will be dealing with practices within and outside the mainstream. The module has a strong focus on ideas, theories, philosophies and possibilities set within an awareness of the limitations the modern world imposes on any and all approaches which challenge ‘normality’.

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Advance and critically discuss philosophical and ideological traditions pertinent to the study of education

    • Distinguish significant differences between competing conceptions of broad educational purpose and critically discuss these in light of relevant literature and personal experience

    • Draw distinction between philosophies, ideologies of education and ideas about education

    • Enable students to discuss and critically evaluate different conceptions of education in the context of the above and how these inform the shaping of educational policy, provision and practice

    • Enable students to articulate a provisional and personal philosophy of education that is informed through the above

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to:

     

    • Know the defining features of some of the philosophies and ideologies that shape conceptions of education and educational practice

    • Have a knowledge of the philosophical and ideological traditions pertinent to the study of education and distinguish the significant differences between competing conceptions of educational purpose

    • Know that practice, provision and policy in education is situationally defined and governed by a range of external contexts and forces

    • Have an evolving personal philosophy of education that is informed by relevant , reading, research interrogation, pair and group discussion

    • Locate and distinguish some of the competing philosophies and ideologies of education

    • Identify that ways in which such philosophies and ideologies have shaped practice, provision and policy in education

    • Describe how philosophies, ideologies and ideas about education are different

    • Articulate their own personal, provisional and developing philosophy of education in written and oral form

    • Develop their capacity for critical reflection and questioning.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Prospectus and Commentary (3500 words)

  10. DIGITAL CHILDHOODS
    (Optional) esu508
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    MODULE SUMMARY :

    This module considers the increasing role that digital media is playing in young people’s lives, and the implications of this for their development, education and well-being. Drawing on research, policy and contemporary thinking, students will explore both empowerment and protectionist discourses, as well as young people’s uses of and attitudes to technology. The module will consider e-safety issues and conditions for promoting digital literacy.

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Outline contemporary debates around young peoples’ use of technology;
    • Explore the role of technology in society and related issues;
    • Enable students to understand the personal, social and educational implications of digital media use;
    • Help students consider issues of online behaviour and associated structure and agency;
    • Consider the ways in which digital literacies are promoted in schools;
    • Help students consider the ways that e-safety policies are implemented in different settings;
    • Promote students’ understanding of their own use of technology through discussion, debate and evaluation.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to: 

    • Demonstrate knowledge of contemporary thinking and practice around young people’s use of technology;         
    • Recognise that young people’s use of digital media are subject to a range of interpretations and competing agendas;
    • Consider ways in which young people’s use of digital media can be evaluated and understood;
    • Critically evaluate competing (and evolving) digital media policies;
    • Negotiate the selection of material for a public presentation;
    • Identify, select and synthesise appropriate literature, research data and materials for presentation;
    • Structure ideas and outcomes for an oral presentation.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Paired Presentation (20 minutes)

  11. CRITICAL ENQUIRIES: EDUCATIONAL RESEARCH METHODOLOGY
    (Optional) esu520
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    MODULE SUMMARY :

    This module will enable students to develop understanding, skills and knowledge to aid progression into research at undergraduate dissertation level.  Students will be introduced to the knowledge and understanding necessary for the design of a written research proposal and further develop skills appropriate for the development of a research proposal including literature evaluation, research planning, research governance and academic writing.

    The sessions aim to further develop an awareness of appropriate research methodologies and methods in relation to the research proposal including understanding of data and information collection techniques of observation, interviews, focus groups, survey design and use of secondary data. Management, analysis, interpretation and presentation of data will be explored in the context of ethical codes and practices.

     

    CONTACT HOURS :

    Scheduled : 24.00 Independent : 76.00 Placement : 0.00 Total :  100.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Enable students to understand the difference between different methodological approaches in educational research and their broad philosophical and ideological standpoints;
    • Introduce students to different research methods and discuss their relative merits and suitability for identified research problems in order to understand the basic principles of effective research design;
    • Introduce students to the ethical practice in educational research and required codes of conduct.

    LEARNING OPPORTUNITIES :

    Students will by the end of the module, have the opportunity to: 

    • Identify appropriate environments, problems, questions and approaches for educational research and ways of accessing evidence related to educational research;
    • Use and demonstrate knowledge about different kinds of educational research methods and designs, and the kinds of research questions for which they are appropriate to;
    • Understand what research ethics are and how to ensure that ethical considerations are in place when conducting research;
    • Plan and present a written research proposal demonstrating an awareness and understanding of ethical and equal opportunities issues involved in research design.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Written Research Proposal (1500 words)

  12. WORK PLACEMENT
    (Compulsory) plu502
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    MODULE SUMMARY :

    This year-long module offers learners the opportunity to apply and explore knowledge within a work-based context, through the mode of work place learning. The placement supervisor in the work place will negotiate the focus for the learner’s role on placement, with the learner. Students complete 100 hours in the work setting. The learner will reflect critically on different dimensions of the work place setting.

    CONTACT HOURS :

    Scheduled : 10.00 Independent : 90.00 Placement : 100.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

    • Encourage students to take responsibility for initiating, directing and managing their own placement in a workplace setting.

    • Encourage students to work constructively with their workplace supervisor and university placement tutor, taking ownership of the placement and of their independent learning throughout the experience.

    • Enable students to negotiate the relationship between academic theory and their understanding of workplace settings and their roles within those settings.

    • Encourage students to reflect critically on their experiences.

    • Encourage students to produce a reflective digital resource aimed at an external audience, to contribute towards work and study transitions.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have had the opportunity to: 

    1. Secure, negotiate and undertake a specific role in a workplace setting.

    2. Evaluate features of the workplace setting and their role within it.

    3. Critically evaluate the learning opportunities provided by the workplace experience and understand that learning will benefit current and lifelong learning, values and future employability.

    4. Present a creatively engaging argument within an appropriate digital medium for an external audience, which critically reflects upon an issue or interrelating issues affecting the workplace setting.

     

    METHOD OF ASSESSMENT :

    Component 1 - % PLACEMENT REGISTRATION FORM

    Component 2 - 60% WORK PLACEMENT REFLECTION (2500 WORDS)

    Component 3 - 40% WORK PLACEMENT EVALUATION: DIGITAL RESOURCE (1500 WORDS EQUIVALENT)

  1. DISSERTATION
    (Optional) dru601
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    MODULE SUMMARY :

    The dissertation provides an opportunity for a sustained and focused study on a particular area of Drama, Theatre and Applied Performance.  By the end of the module, students should be able to demonstrate a comprehensive knowledge of a wide range of concepts, theories and methodologies.  The dissertation must reflect critical reading and independent research.  Wherever possible, and appropriate, the writing should relate theoretical studies to applied methodologies, and/or practice. The written work should establish clear lines of original enquiry in independent research.  Academic conventions are essential – elegant and lucid writing desirable.

    CONTACT HOURS :

    Scheduled : 12.00 Independent : 388.00 Placement : 0.00 Total :  400.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to offer an opportunity to: 

    • Produce an extended piece of work on a topic of the students own choice
    • Foster an independent approach to learning
    • Develop research skills
    • Successfully gather, sort, synthesise and critically analyse a large amount of material from a range of literature or language sources
    • Construct rational, coherent and sustained arguments using a wide range of evidence, largely from secondary sources
    • Work autonomously, setting goals and deadlines as appropriate in order to complete set tasks
    • Communicate clearly, coherently, fluently and with structure in writing employing the standard referencing techniques of the discipline
    • Use a variety of information technologies proficiently and appropriately, including word processing, electronic information catalogues and the internet.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to: 

    • Demonstrate knowledge and understanding of the distinctive character of dramatic texts and / or performance elements from a given historical/social period
    • Show knowledge of the structure, vocabulary and functions of drama
    • Appreciate the power of imagination in dramatic creation
    • Be aware of and critically evaluate critical traditions in shaping drama over period of time
    • Articulate knowledge and understanding of texts, concepts and theories relating to Drama
    • Demonstrate a response to the central role of performance in the creation of meaning and a sensitivity to the affective power of drama
    • Command a broad range of vocabulary and an appropriate critical terminology,
    • Use bibliographic skills appropriate to the discipline, including accurate citation of sources and consistent use of conventions in the presentation of scholarly work.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Dissertation (10000 words)

  2. PRACTICAL DISSERTATION
    (Optional) dru602
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    MODULE SUMMARY :

    In this module students, drawing on their previous experience, will have the opportunity to develop a small-scale theatrical performance that engages with the ideas and practice of relevant theatre practitioners. This may be either a performance of an existing theatrical text or an original piece of work devised by the student.   Performances may take the form of a solo piece but may also involve collaboration with other performers.   Students, whether working on group or solo productions, will take directorial responsibility for all aspects of the production including issues relating to performance and technical, scenographic and administrative requirements. Students will be expected to work independently in the planning, researching and rehearsal processes but will be allocated a member of staff who will supervise the process. Students will be expected to keep documentary evidence of their process, as well as undertaking independent research, which will form the basis of an accompanying reflective logbook.

    CONTACT HOURS :

    Scheduled : 12.00 Independent : 388.00 Placement : 0.00 Total :  400.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Enable students to work autonomously to create an original piece of theatrical performance
    • Enable students to reflect on their creative practice in relation to the work of relevant practitioners and theoretical perspectives
    • Give students the opportunity to apply their knowledge developed through their degree course to organise and control all aspects of a theatrical production
    • Develop and enhance students directorial and/or performance skills.
    • Allow students to present their individual creative work in a public setting

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to:

    • Demonstrate a critical understanding of relevant practitioners in relation to their own work
    • Successfully realise a script or devised performance in a public setting
    • Work autonomously, setting and keeping to agreed rehearsal and technical deadlines to complete performance preparation.
    • To successfully manage all aspects of a production including issues relating to performance and technical, scenographic and administrative requirements appropriate to their particular performance
    • Develop practical and professional skills, such as personal body and voice projection
    • Develop directing skills either in relation to their own solo performance or the direction of a group of performers
    • To reflect on their creative practice in relation to the work of relevant practitioners and theoretical perspectives

    METHOD OF ASSESSMENT :

    Component 1 - 70% Performance (30-40 minutes)

    Component 2 - 30% Reflective Logbook (4000 words)

  3. THE DRAMATIC CLASSROOM: DRAMA IN EDUCATION
    (Compulsory) dru606
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    MODULE SUMMARY :

     

    The module will introduce key aspects of the drama-in-education practice of Dorothy Heathcote and other practitioners, and relate it to learning theorists such as Jerome Bruner, and others. Jerome Bruner’s Modes of Learning will help students recognise and apply the semiotics of ‘play’ in the classroom. The module will include a field trip to Woodrow First School in Redditch, where Dorothy Heathcote’s Mantle of the Expert learning system is used across the curriculum.

     

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    •           Explore through active workshop sessions some of the educational applications of drama, with a particular focus on the work of Dorothy Heathcote.

    •           Relate the work of practitioners in drama-in-education, and the learning theories of Jerome Bruner, and others.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to:

    •  

      •           Evidence and evaluate the various ways in which the practical drama strategies of Dorothy Heathcote and other practitioners can motivate and engage learners.

      •           Read the work of theorists such as Jerome Bruner and others, and understand how they relate to the practice of drama-in-education      

      •           Evaluate and learn how to apply a range of teaching strategies, such as Heathcote's Conventions for Dramatic Action.

      •           Analyse how the semiotics of ‘play’ engage young people in the classroom.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Written Evaluation (4000 words)

  4. FINAL PUBLIC PERFORMANCE
    (Compulsory) dru609
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    MODULE SUMMARY :

    On this module a historical period or theatrical style or practitioner studied on the course is selected, and students research, realise and reflect on their work. The module has the practical implementation of theory as its focus, and students are encouraged to in turn reflect on the adequacy of theory as a result of the practical work. The module will give students scope to use and extend their expertise in any area covered by the course.

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to enable students to deepen and critically apply their knowledge and understanding of:

    • Various forms of drama and the effects of these on audience reception.

    • The operation of different dramatic structures - for example, the processes by which empathy or alienation and deconstruction are achieved on stage, and their consequent effects on audiences in generating sympathy and/or distance.

    • Key practitioners including writers, directors and designers

    • The cultural and historical contexts of such practitioners and practices

    • Utilise and apply a range of methodologies to analyse text

    • Utilise and apply a range of methods to analyse and develop character

    • Processes, by which performance is created, realised and managed

    • The reading of written texts and of how to effect transitions from page to stage

    • The performance and production skills necessary to communicate with an audience.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to:

    • Demonstrate a critical understanding of key practitioners, such as Stanislavski, their theoretical and practical ideas

    • Use and critically evaluate a range of techniques and methodologies to analyse text and develop character.

    • Document and analyse the processes an actor or director might use to analyse and develop theatrical characters

    • Realise a script or performance technique.

    • Develop competence in a range of drama skills: such as theatre-related performing and production skills; writing and production techniques appropriate for different forms of drama.

    • Gain independence as learners and develop skills that are likely to be employment related.

    • Establish and maintain co-operative working relationships, working as an effective production team(s). Manage rehearsals, learn lines and take group responsibility in a given time frame.

    • Work autonomously, setting and keeping to agreed rehearsal and technical deadlines to complete performance preparation.

    • Develop practical and professional skills, such as personal body and voice projection,

    • Work successfully on face and gesture expression to convey meaning and, build confidence on stage in front of audiences.

    METHOD OF ASSESSMENT :

    No information available.

  5. ESU601
    (Optional) esu601
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    Module Summary: In this optional double module we invite students to select an educational topic of personal interest to be explored through field research in real educational settings and reported in a written study of some 10,000 words. The dissertation is designed to enable students to investigate educational phenomena that hold particular interest for in them and actively encourages the exercise of originality and personal autonomy. The module aims to draw and build upon students' previous knowledge and experience at certificate and intermediate level study. Contact Hours: Scheduled: 12 Independent: 388 Placement: 0 Total Hours: 400 Module Leader: Steve Dixon Mode of Delivery: As well as generic sessions that cover specific elements of the dissertation, teaching and learning strategies are designed to cater for individual interests and needs through a programme of individual tailored support. Each student is assigned a tutor for a maximum of 10 hours tutorial contact over a period of 24 weeks. Students will be required to submit sections of their work at regular intervals for comment and evaluation. Typical teaching and learning methods will embrace: • Lectures • Seminars • Individual tutorials • E-mail conferencing and online tutorial Module Curriculum Led Outcomes: The aims of this module are to: • Enable students to identify a research problem or articulate a research question/hypothesis • Enable students to acquire and apply a breadth of knowledge about the issue or phenomena in which they are engaged • Enable students to select appropriate research methods in relation to identified research purposes and justify their employment • To support students in the development, revision and refinement of their research design • Promote effective autonomous practice in the organisation and management of small-scale field research in educational settings • Promote the coherent structuring, sequencing and presentation of reported research Learning Opportunities: Students will, by the end of the module, have the opportunity to: • Demonstrate a breadth of knowledge and understanding of their chosen area of research • Understand the basic principles of effective research design and locate appropriate research methods in relation to their chosen area of study • Identify a research problem or articulate a research question/hypothesis and design an appropriate small scale investigation in consultation with their appointed supervisor • Work autonomously in the management of a small scale investigation and present a coherent written study that details the choice of field of study, methodology, data analysis and findings • Manage, structure and present information coherently, using a form and style of writing and presentation appropriate to the field of Education Studies, and use ICT appropriately for the interrogation, exchange and presentation of information • Develop their capacity for critical reflection and questioning Assessment: Component 1: 100% 10,000 word dissertation A presentation of the research proposal and presentation of the work in progress will provide up to 10% of the total marks of the dissertation.
  6. CRITICAL THEORY
    (Optional) esu604
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    MODULE SUMMARY :

    This honours level module explores a range of critical theory and its potential applications to the field of Education Studies.  Each contribution is examined in relation to its philosophical and epistemological ‘moves’ and students are encouraged to develop critical responses to such theory in terms of its relevance to specific areas of psychology, sociology and learning theory. The module will cover a range of theoretical contributions in the order of their publication, and students will consider the relationship between each approach. A specific example of critical theory will be selected for application in dialogue with a particular area of Education Studies encountered in the degree.

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:
 

    • Explore and apply critical perspectives on the philosophy and sociology of education drawn from such approaches as Marxism, Psychoanalysis, Post-structuralism, Feminism and Post-modernism. 
    • Equip students with the ability to apply critical theory to specific aspects of education.  
    • Develop a critical perspective in response to key theoretical contributions. 
    • Facilitate the independent development of new theoretical perspectives to aid progression to study for a higher degree.  

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to: 

    • Describe a range of critical theory approaches in relation to Education Studies.
    • Compare and comment on relationships between different critical theory approaches.
    • Understand the philosophical differences between critical theories and other approaches to society, identity, learning and texts. 
    • Apply critical theory to the study of education.
    • Reflect personally on their own construction in discourses about education. 
    • Critique, from an informed vantage point, theoretical language games.
    • Create new ways of thinking about education arising from their analysis of the dialectical nature of educational philosophy.

    METHOD OF ASSESSMENT :

    Component 1 - 20% Abstract for a conference paper and 10 - 15 minute presentation

    Component 2 - 80% 3500 word paper following the presentation of the draft paper and feedback

  7. EDUCATION, TECHNOLOGY AND CHANGE
    (Optional) esu606
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    MODULE SUMMARY :

    The thematic and analytical focus of this module is the impact of digital media and new information and communication technologies upon culture, notions of identity and education / learning. Students will be introduced to the perspective that the spread of the new IC technologies is the source of some profound cultural changes that have massive implications for both socialisation and educational processes. Students will also be introduced to some of the ways in which educational outcomes for the 21st century can be facilitated by the incorporation and creative exploitation of the new technologies. Students will be expected to demonstrate that they can use the new technologies in their own creative educative production that critiques the impact of technologies on education.

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

    • Provide students with an opportunity to explore and critique the relations between education, technologies and digital media, in terms of socialization, learning and culture.
    • Enable students to take a critical position on the question of whether traditional education models can adapt to digital worlds or whether digital experiences transform education and outdate its traditional models.
    • Enable students to take a critical position on the potential changes that new technologies may bring, with particular regard to power, access, safety and ethics.
    • Support students in the development of technological skills and competences through the practical application and usage of the new technologies.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to: 

    • Analyse and critically evaluate the impact of the new technologies on cultural experience, personal development and upon education processes.
    • Contextualise understandings of education, digital media and technology in relation to critical questions about the transformative effects of technology.
    • Analyse and critically evaluate the potential impact of new technologies and digital media on learning theory and learning styles.
    • Critically apply their understanding of technological developments to philosophies of education.
    • Synoptically relate new ideas about digital media and technology to theory of education encountered previously on the degree.
    • Develop and demonstrate digital competencies sufficient for the construction of a   dynamic web site that communicates effectively to its intended audience

    METHOD OF ASSESSMENT :

    Component 1 - 100% Paired Website (4000 word equivalent)

  8. POLITICS OF EDUCATION
    (Optional) esu607
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    MODULE SUMMARY :

    The module builds upon the understanding of sociological approaches to educational analysis introduced and developed at Level 4 and Level 5. It is designed to build on a range of knowledge, understanding and skills, in order to facilitate further understanding of the inter-relationships between education and political ideologies - within macro, meso and micro contexts. The overall purpose of the module is to enable students to question and analyse ‘common sense’ assumptions of policy and practice by investigating current and historical political issues and policy themes that, in turn, relate to their own interests and identities.

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    The aims of this module are to:

    • Develop further understanding of the sociological and political analysis of educational policy and practice.
    • Analyse the factors that shape the making of policy at institutional levels using themes and questions of your choice.
    • Review the complex inter-relationships between these macro, meso and micro forms of education and politics.
    • Evaluate both the conventions and different forms of documentary and how they have been produced to interpret political issues and present a variety of critical perspectives on them.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to:

    • Evaluate current educational policy developments and how these impact upon educational practices.
    • Analyse the connections between broader political discourses and the ‘shaping’ of educational policy and practice.
    • Apply an analysis framework to how different policy initiatives in education are influenced by their ideological contexts.
    • Identify an appropriate area of education for exploration using an enquiry based approach.
    • Develop their capacity for critical reflection and questioning.
    • Engage an audience through the conventions of a documentary produced to explain a political issue and present a critical perspective on it.
    • Collaborate effectively with others in the production of a group documentary.
    • Manage their learning, work collaboratively in undertaking a small scale investigation and develop an appropriate strategy for a documentary production.
    • Make use of basic audio visual equipment (cameras, editing software) to produce a documentary.

    METHOD OF ASSESSMENT :

    Component 1 - 40% Analysis (2000 words)

    Component 2 - 60% Group Documentary (12 to 15 minutes)

  9. INTERNATIONAL EDUCATION
    (Optional) esu608
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    MODULE SUMMARY :

    This module focuses specifically on the interconnectivity and interdependence of international and comparative aspects of education by exploring a range of analytical models drawn from sociological and political contexts. The module begins with an exploration of global historical contexts to consider how these relate to current worldwide controversies and challenges in educational policy and practice.  The module  will go on to invite students to explore a range perspectives to engage with themes including globalisation, educational transfer processes across nations, definitions of global ‘consumer’ and global ‘citizen’ and to consider how studies of pupil attainment contribute to global discussions about the future of education.  Students will explore differences & similarities in learning and teaching by comparing & contrasting aspects of the educational context in two different countries.

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:  

    • Enable students to appreciate a multidisciplinary approach to the study of international & comparative education using a range of perspectives, including historical, cultural, sociological, economic and political models.
    • Critically review the concept of international and comparative study of education and consider international paradigms of educational ‘effectiveness’ and ‘improvement’ using a range of literature.
    • Understand the nature of the challenges that are currently being faced by the study of comparative and international education and how this contributes to the future of learning, teaching, research and professional development.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to:
 

    • Critically reflect upon contemporary challenges and controversies in international education and understand how these relate to historical, sociological and political contexts. 
    • Discuss and share critically informed perspectives on differences between international and comparative aspects of education.
    • Identify key topics of personal interest in relation to international perspectives on educational policy and practice.
    • Demonstrate knowledge and understanding of how international and comparative perspectives contribute to discussion on global educational aims and purposes.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Comparative Report (4000 words)

  10. ACCESS AND INCLUSION
    (Optional) esu609
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    MODULE SUMMARY :

    This module offers students the opportunity for exploration of the concepts of inclusion, disability, and special educational needs and to gain an appreciation of the diversity of a range of vulnerable and disadvantaged groups. Students will engage with research in the area of inclusion and with the debate surrounding the effectiveness of the inclusion ‘agenda.’ This will include an in-depth consideration of the issue of pupil disaffection using current research and relevant literature. There will be an informed perspective on current debates in the field of Special Educational Needs and this will provide opportunities for students to engage with their own interests in this area. 

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to provide students with opportunities to: 

    • Develop their knowledge and understanding of theoretical developments in the area of SEN.
    • Critically analyse the philosophies, principles and practice of inclusion and the legislative frameworks for SEN.
    • Gain comprehensive knowledge of the role and responsibilities of the SENCO; critically analyse the key debates in the field of special educational needs.
    • Synthesise and critically evaluate a range of research evidence offered in explanation of a broad range of special educational needs and provision.
    • Critically engage with research on a range of vulnerable and disadvantaged groups.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to: 

    • Demonstrate an informed perspective on inclusion and current debates in the field of special educational needs and an informed understanding of, and sensitivity to, individuals with special needs.
    • Demonstrate a critical understanding of the legal and social implications of relevant legislation.
    • Demonstrate a knowledge of, and a critical and analytical appreciation of, a range of special education needs and a critical appreciation of intervention strategies.
    • Discuss and critically evaluate issues of inclusion with specific reference to research, theory and practice.
    • Critically engage with, and analyse reading and research into issues discussed in this module.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Individual Presentation (15 minutes)

  11. LEARNING JOURNEYS
    (Optional) esu611
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    MODULE SUMMARY :

    ‘Learning journeys’ are conceptualised, within this module, in terms of meanings that learners attribute to their experiences of learning and how individual and collective experiences may be critically analysed and interpreted. The overall purpose of the module is to enable students to review their own learning careers by developing their analysis of these experiences by working individually and collectively during the module.

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

    • Outline concepts of ‘learning career’, ‘learning journey’, critical events and turning points and situate these within research on life history and autobiographical methods.

    • Explore how notions of aspiration raising, barriers and progression are described as a series of problems or events to be rationally overcome.

    • Enable students to develop their capacity to review their own learning careers and journeys and interpret the factors that may have shaped them.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to: 


     

    • Critically analyse their own experiences of current and/or prior learning and identify critical events or ‘turning points’ that relate to these experiences.

    • Critique notions of aspiration raising, barriers and transition and how these have been constructed in policy texts

    • Critically debate these contested notions in policy texts and compare them with concepts of ‘learning journey’ or ‘learning career’ in life history research

    • Review and synthesise how other examples of life history research relate to events or ‘turning points’ within their own learning careers

    METHOD OF ASSESSMENT :

    No information available.

  12. NEGOTIATED WORK-BASED RESEARCH PROJECT
    (Optional) plu601
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    MODULE SUMMARY :

    This module offers students the opportunity to build on their level 5 work placement through the more developed application of a negotiated work-based research project. Students will agree with their placement tutor and workplace mentor a brief for a project which addresses a need within the organisation. Learners should complete a minimum of 100 hours in the work place. It is in the spirit of this module that wherever possible, the focus will be on social or community / sustainable development.

    CONTACT HOURS :

    Scheduled : 24.00 Independent : 276.00 Placement : 100.00 Total :  400.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

    • Enable students to take responsibility for initiating, directing and managing a negotiated work-based research project

    • Encourage students to use appropriate work-based research methods

    • Enable students to work collaboratively in a work setting, establishing continuity from their previous work placement and offering tangible evidence of building on this prior experience, where possible

    • Generate confidence and security in students’ employability on graduation

     

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to:

     

    • Secure, negotiate and design a work-based research project

    • Develop an understanding of, and apply, research methods that are appropriate to work-based contexts

    • Interpret gathered information

    • Make a clear and productive contribution to the organization through the development of recommendations arising from the work-based research project

    • Present a creatively engaging argument

    METHOD OF ASSESSMENT :

    Component 1 - 100% NEGOTIATED WORK-BASED RESEARCH PROJECT (8000 WORDS)