Textbooks can be purchased though the MBS bookstore
Course Description: Theory and practice of the use of creative drama as an alternative teaching/learning tool and as a support technique in working with diverse-needs populations and age groups-such as drama in education for curricular and language skill enhancement; drama as self-esteem, social interaction, and coordination building tools; and drama in therapy. Includes off-campus workshop opportunities in area schools. Especially recommended for Education, Communications, Psychology, and Social Work majors and recreation leaders. 1:2:3
Educational Philosophy: The instructor of this course bases her philosophy of teaching on contemporary research regarding effective teaching and learning, which indicates that students internalize and retain significantly more from doing than from simply listening. The primary goal of this course is to introduce college students to creative drama and its teaching possibilities, and to train them in leading creative drama activities in a variety of learning situations. To that end the instructor will ask students to engage in leadership roles in the creative drama process, so that they will experience the benefits of hands-on learning for themselves and will pass this on to their future students.
Learning Outcomes:Upon completion of this course, the student should have acquired the following:
A.A basic understanding of some of the background and theories of creative drama as a learning tool in education, therapy, and actor training.
B.A basic understanding of the resources available for use in creative drama.
C.Basic skills in writing creative drama lesson plans designed to meet the needs of diverse student populations.
D.Basic understanding of the observation and evaluation of children's drama skills for subsequent assessment.
E.Increased skills in the informal written and verbal communication of ideas.
F.Increased skills in lesson planning and backup (crisis management) planning.
G.Increased skills in group leadership and effective oral presentation.
H.Increased skills in the research, organization, documentation and writing of a formal research project.
Course Assessment: The content of this course will be conducted through reading, informal written work, formal written research (paper), activity file-building, informal presentations, discussion, in-class practice-leading of exercises, and direct child contact.
Grading: 25% Weekly attendance/Discussion/Participation/Cooperation
25% Presentations/lesson plans/in-class leadership
20% Research activity design project and leadership of children
20% Activity Card File
59% and below F
Late Submission of Course Materials: Presentations, activity cards, chapter readings, and written work are due on dates assigned. Papers received after the assigned due date will be marked down one grade for each subsequent meeting day of the class. Specific grading criteria will be stipulated on the guide sheets for each assignment.
Classroom Rules of Conduct: Cooperative Participation/Positive Attitude and Behavior:
1. Cooperative Participation: All students will participate as fully as physically possible in all in-class activities, discussions, etc.
2. Positive (Respectful) Attitude/Behavior: All students are expected to exhibit a mature and supportive attitude at all times during class.
Examples of inappropriate attitude or behavior:
a. derogatory comments/eye-rolling/snickering during individual performances or discussions.
b. whispered conversations during individual performances or discussions.
c. excessive rattling of papers and materials during individual performances or discussions.
d. entering or exiting the classroom during individual performances.
e. excessive off-topic verbal interruptions or discussion domination.
1.You are going to move around quite a bit, so dress comfortably (soft-soled shoes and clothing in which you can move freely).
Acceptable: sweats, loose jeans, leotards/tights, tennis/athletic shoes
Absolutely no chewing gum, caps, hats, excessive jewelry, hard-soled shoes or heels,
dresses, skirts, tight-fitting clothes
2. Presentation days: Dress for success.
Out-of-class Attendance: The intent of this class is that it should culminate in actual work sessions
with children. Due to the size of the class, this may involve the scheduling of some out of class
workshop sessions. Advance notice will be given.
Student-to-Instructor Communication: If you have any questions regarding an assignment, or if you have a conflict that seriously interferes with your ability to complete any aspect of this course by the date due, notify me immediately--PLEASE do not wait until the last week of class.
Course Topic/Dates/Assignments: The following dates given for text work/performance sessions are intended as a guideline and may require modification based on numbers and needs of students enrolled. Dates and assignments are therefore subject to change.
Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing.
Park University 2004-2005 Undergraduate Catalog Page 101
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2004-2005 Undergraduate Catalog Page 100
Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Park University is committed to meeting the needs of all learners that meet the criteria for special assistance. These guidelines are designed to supply directions to learners concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990, regarding learners with disabilities and, to the extent of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
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