PEDAGOGIES - 2024/5
Module code: TDLM017
This module introduces students to key principles, skills and techniques required to facilitate training for performance across a variety of teaching and learning contexts, including, but not limited to, schools, community groups, education outreach activities, professional training and online learning across diverse communities. Learning and teaching processes will be examined through the lenses of acting, voice and movement and the application applied through analysis of performance Through the development of their teaching practice, students will be encouraged to empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.
Guildford School of Acting
TURNER Thomas (GSA)
Number of Credits: 60
ECTS Credits: 30
Framework: FHEQ Level 7
Module cap (Maximum number of students): N/A
Overall student workload
Independent Learning Hours: 588
Seminar Hours: 12
Prerequisites / Co-requisites
Indicative content includes: online, practical, theoretical and observational study arising from the module material and essential texts as given in the module reading list. Delivery may include, but is not restricted to:
Online materials via the virtual learning environment
Group tutorials and seminars
Independent observations of teaching practice
|Assessment type||Unit of assessment||Weighting|
|Coursework||Portfolio of teaching practice or Critical Study of the work of one or more practitioners||60|
|Coursework||Curriculum design project||40|
The assessment strategy is designed to provide students with the opportunity to demonstrate their development of personal pedagogic practice.
Thus, the summative assessment for this module consists of:
- A 4,000 word portfolio of practice or critical study of the work of one or more practitioners.
- A 2,000 word design of a curriculum, in response to a specified brief.
Formative assessment is embedded within the learning and teaching for this module, and may include: in-class verbal feedback, presentation of draft work, questioning and dialogue, peer-to-peer feedback and group discussion, tutorials, engagement with the online learning environment. These will support students to work reflectively and resourcefully, evaluating their own work and process and responding proactively to feedback, and offers a range of approaches to facilitate different learning styles and needs.
Summative formal written feedback will follow submission of the summative assessment
- Introduce students to the principles, skills and techniques required to facilitate training for performance in a range of settings and across diverse communities
- To enable students to effectively analyse and evaluate the learning and teaching approaches of themselves and of other professional practitioners
- To engage students with the critical analysis of performance skills in practice
|001||Knowledge and understanding of theories of acting and styles of theatrical performance||K|
|002||Knowledge and understanding of key historical, political, social and ethical developments in theatre||K|
|003||Analyse and evaluate key theories of performance, theatrical reception and critique||C|
|004||Analyse and evaluate a broad range of influential theatrical texts and their contexts||C|
|005||Apply knowledge of a range of professional and/or pedagogic practices||P|
|006||Demonstrate the ability to retrieve and process information and to communicate clearly in writing||T|
|007||Evaluate the work of others with critical objectivity||T|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
- Enable the learner to access core concepts studied and apply these to selected practical contexts, including online modes of delivery
- Actively engage learners with the pedagogy and facilitation of training for performance across multiple contexts through critical analysis and evaluation
- Foster a holistic and inclusive approach to curriculum design, connecting the social, environmental, and digital dimensions of learning and teaching.
- Encourage self-reflection, promoting inquisitive, self-aware, and resilient cohorts with an understanding of the implication of creative choices and concepts in a variety of training and theatrical contexts.
- Foster supportive learning networks and guided discussions, enabling learners to develop and build upon their own resourcefulness, confidence and self-efficacy
The learning and teaching methods include:
- Online seminars and practical classes
- Teaching observations
- Study based on module content and associated activities via the virtual learning environment
- Independent study based on module reading lists and further independent enquiry
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Upon accessing the reading list, please search for the module using the module code: TDLM017
GSA delivers its provision across three teaching blocks, within the University of Surrey’s existing semester structure.
The key focus of this module is that of equipping learners with an extensive theoretical and practical understanding of key teaching and learning techniques. Through teaching observations, individual research, self and peer-reflection, students are equipped with a sophisticated tool-kit of transferable skills, in preparation for employment in a variety of training and teaching contexts. Learners will be encouraged to include innovative approaches when planning lessons, incorporating forward thinking digital systems. Through the development of their teaching practice, students will be encouraged to empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.
The key focus of this module is to equip learners with an extensive theoretical and practical understanding of key teaching and learning techniques. This understanding, in addition to engagement with teaching observations, individual research, critical self-reflection and guided discussions with peers and tutors through seminars will provide learners with a sophisticated toolkit of transferable skills, in preparation for employment in a variety of training and teaching contexts.
The online delivery of this module is such that students learn to navigate and use the virtual learning environment (SurreyLearn) and other digital resources (such as Drama Online, Digital Theatre+ and Box of Broadcasts) to aid their learning and undertake research. Appropriate use of current digital media and communication platforms is encouraged to engage in critical peer discussions and foster supportive learning networks.
The delivery of this module incorporates the ethos set out by the UN’s 17 sustainability goals. Through research and the development of their own teaching practices, learners are encouraged to promote positive working ethics: collaboration, kindness, support, understanding, listening and integrity. Through the design lesson plans, learners will integrate and be mindful of good health and well-being, for example, keeping to appropriate working hours and maintaining safe and collaborative working conditions
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2024/5 academic year.