Implementing Dramatic Processes

This subject has the following teaching availabilities in 2016:

170 hours

Students will undertake a research project in which they will plan, implement, document and evaluate a unit in the teaching of Shakespeare or other complex literary texts in their school or other educational context. They will be required to adopt either an action research or reflective practice stance, depending on prior experience. They will use the pedagogy and techniques to which they have been introduced in EDUC90496 Shakespeare and Dramatic Pedagogy. Each phase of the work will be supported by readings and weekly on-line discussion forums and tutorials. There will be a shared reporting of their projects at the conclusion of the subject.

Students will:

• Learn to plan, implement and evaluate the teaching of Shakespearean and other complex texts;
• Practise a range of pedagogical skills and new techniques in teaching Shakespeare and other complex texts;
• Understand contemporary issues in the teaching of complex texts.

There will be two items of assessment. These tasks are interconnected. Students are to identify a specific research stance, selecting Reflective Practitioner Research, Self-Study or Action Research with an emphasis on the link between pedagogical perspectives and content knowledge.

• Item 1: Research Plan, including research design, brief review of literature and unit overview planning (1800 words)
• Item 2: Research Report, illustrating research design, incorporating evaluation of unit of work and reflecting on the implementation and their own developing content knowledge and understanding of appropriate pedagogical perspectives. (3,200 words)

This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.

This subject is not available as a breadth subject.

On completion of this subject students should:

• have a strong sense of intellectual integrity and the ethics of scholarship;
• have an in-depth knowledge of their specialist discipline(s);
• have a high level of achievement in writing, generic research activities, problem solving and communication;
• be critical and creative thinkers, with an aptitude for continued self-directed learning;
• have expanded their analytical and cognitive skills through learning experiences in diverse subjects;
• have the capacity to participate fully in collaborative learning and to confront unfamiliar problems
• have initiated and implemented constructive change in their communities, including professions and workplaces;
• have excellent interpersonal and decision-making skills, including an awareness of personal strengths and limitations;
• be able to mentor future generations of learners;
• be able to engage in meaningful public discourse, with a profound awareness of community needs;
• have an understanding of the social and cultural diversity in our community.