PEDAGOGIES - 2025/6

Module Overview

This module introduces students to key principles, skills and techniques required to facilitate actor training in a variety of teaching and learning contexts, including, but not limited to schools, community groups, professional training, education outreach activities and online learning, across diverse communities. Learning and Teaching processes will be examined through the lenses of acting, voice and movement.

Module provider

Guildford School of Acting

Module Leader

TURNER Thomas (GSA)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 7

Module cap (Maximum number of students): N/A

Module Availability

Semester 1

Prerequisites / Co-requisites

N/A

Module content

Indicative content includes: Practical, theoretical, observational, and online study arising from the module material and Essential Reading texts, as laid out in the module reading list. All content supports the ethos and values of equality, diversity, and inclusion.

Delivery may include, but is not restricted to:

• A series of pedagogy workshops


• Group tutorials and seminars


• Study based on module content and associated activities via the virtual learning environment.


• Independent teaching observations

Assessment pattern

Alternative Assessment

N/A

Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate ability to:

• Analyse, reflect upon, and evaluate your work and the work of others, demonstrating a high level of critical thinking and self-assessment skills.


• Show an advanced understanding of the performance context, style, and genre.


• Show sustained personal and collective engagement, exhibiting commitment to acquiring skills, continuous learning, and building a professional network.


• Effectively communicate ideas and concepts through physical, verbal, digital, and written formats.


• Display excellent collaborative skills, discipline, and consistency in practice, meeting professional standards

The summative assessment for this module consists of:

A microteaching session (addressing Learning Outcomes 1,4,5)

A portfolio including three of the following elements (addressing learning outcomes 1-4) :

1. A teaching philosophy


2. A lesson plan


3. A critical reflection on the microteaching session(s)


4. A pedagogic case study

The purpose of the assessment is to evaluate students' theoretical understanding and application of pedagogic practices.

Throughout the module, students will receive:

Formative Assessment

Formative verbal feedback from tutors via in-class activities, the virtual learning environment, email exchanges, and personal tutorials. This feedback is designed to help students improve their understanding of the material and their teaching skills.

Feedback

After the module is completed, students will receive summative formal written feedback via the virtual learning environment

Module aims

• Introduce students to the principles, skills and techniques required to facilitate actor training in a range of settings, across diverse communities, including equality, diversity and inclusion.
• Enable students to effectively analyse and evaluate the learning and teaching approaches of both themselves and of other professionals through observation

Learning outcomes

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.


• Actively engage learners with the pedagogy and facilitation of actor training across multiple contexts through critical analysis and evaluation

The learning and teaching methods include:

• 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.

Reading list

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: ACTM058

Other information

Digital Capabilities

The Pedagogies module enhances the student¿ digital capabilities that will support them in their teaching practice. They will be encouraged to create digital content and materials for teaching, as well as traditional software and digital tools for communication, administration, and planning purposes. The assessment process will incorporate digital technologies, allowing students to receive feedback on their work in digital formats.

Employability

In addition, the module also helps students develop transferable skills and attributes that will improve their employability throughout their working life. Professional staff will allow students to shadow their professional practices in the studio and rehearsal room. Through the module, students develop essential skills such as independent and collaborative working, creative thinking, critical analysis, reflective thinking, and problem-solving. Industry stakeholders are invited to observe classes and attend performances to foster industry connections. The programme also facilitates constant engagement with major employers and established and emerging creatives, enhancing students' employability and creative outreach opportunities.

Global and Cultural Capabilities

The Pedagogies module also aims to enhance students' global and cultural capabilities through engagement with a broad range of materials and methods for actor training. Teaching includes discussions and sharing experiences and knowledge from their backgrounds and cultures to create an inclusive environment. This enables students to appreciate, recognise, and enable diverse perspectives with an open mind in their own classroom or rehearsal process. The module is inclusive, providing support through the university's Disability and Neuro-Diversity services, demonstrating its commitment to making performances accessible to all.

Resourcefulness and Resilience

The activities in this module develop students' leadership skills, resourcefulness, and resilience through independent and collaborative learning, problem-solving, communication, perseverance, critical thinking, self-management, and self-value. The programme supports personal growth and well-being, fostering an understanding of promoting a supportive and inclusive environment. Students receive formative and summative feedback to navigate uncertainty, take on responsibilities, and overcome challenges. Feedback from students, staff, and industry professionals is considered to refine the curriculum and meet industry needs, ensuring graduates are well-prepared for their careers.

Sustainability

Lastly, the Pedagogies module encourages students to reflect on their work's social, cultural, ethical, political, economic, and environmental impact. They will understand how their values and actions affect their teaching and the people in their class. The programme follows best practices in offering digital or printed resource options to reduce environmental impact. Students are encouraged to continually review procedures to make sustainability integral to their work. The module fosters sustainability awareness and empowers students to be responsible leaders, preparing them to positively impact society and the environment.

Programmes this module appears in

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 2025/6 academic year.