| CODE | EDU5933 | |||||||||
| TITLE | Inclusive Communities through Theatre and Clowning | |||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | |||||||||
| MQF LEVEL | 7 | |||||||||
| ECTS CREDITS | 5 | |||||||||
| DEPARTMENT | Faculty of Education | |||||||||
| DESCRIPTION | Successful inclusive design requires designers both to achieve an empathy with their potential users, and also to have access to sufficient relevant human factors knowledge about their intended end-users’ needs, wants and abilities" (Carmichale, n.d.). Inclusive theatre and clowning are recent means of facilitating inclusive practices, empowerment and increase the quality of life of persons with disability and or mental health problems. This study-unit will therefore consist of two parts: the first will focus on inclusive theatre while the second part will focus on clowning. A theoretical foundation and rationale behind inclusive theatre and clowning will be presented together with their practical implementation on the development of the students' themselves and the development of the people they will be working with. Study-Unit Aims: The Inclusive Schools and Communities stream aims to introduce alternative and creative opportunities and techniques to develop a strong sense of self and acceptance of diversity. Students will achieve this through the introduction of Inclusive theatre and clowning. The study-unit will also aim to help students reflect on their projection skills, i.e., extending outward from something else, and thus support the development of their presentation skills. This study-unit is divided into two parts: The first part aims at introducing students to the inclusive potential of theatre practice. Students will be given a basic understanding of theatre principles and their application in an inclusive context with emphasis on the inclusion of individuals with disability and with mental health problems; The second part will deal with psycho-pedagogical training model through clowning. This method helps children develop personal and social skills such as: communication skills (interpersonal and intrapersonal), emotional skills, bodily attention and memory, body awareness all necessary for learning. Both artistic methods help individuals (including the master's students themselves) to develop their self-esteem, level of self-determination and quality of life. This study-unit also aims to give the historical development on these two genre within a philosophical framework. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - comprehend and reflect on the potential of theatre and clowning as a medium for inclusion, as well as knowing how to do practical examples on how to ensure accessibility when facilitating theatre and clowning exercises and processes; - demonstrate knowledge of and reflect on the significance of theatre and clowning as a medium of expression and the importance of such creative expression in personal and communal well-being; - comprehend and reflect on the historical development of the genre. - understand the utility of theatre and clowning techniques for improving public speaking and oral presentations. 2. Skills: By the end of the study-unit the student will be able to: - begin to promote inclusive theatre and clowning in their places of work, schools and the communities together with creating them together with others; - assist in the creation of and implementation of inclusive theatre and clowning groups incorporating the benefits from both approaches; - include some of the exercises learnt in their person centred approaches; - apply some of the techniques on themselves for reflection, self awareness and growth; - apply some of the techniques on his/her place of work supporting persons with disability and or mental health problems especially in inclusive setting. - apply theatre and clowning techniques to improve speaking skills whilst engaging more effectively with the immediate public. Main Text/s and any supplementary readings: Main Texts: - Carmichael A.,, Newell A. F. , Morgan M., Dickinson A., Mival O., Using theatre and film to represent user requirements. Applied Computing, University of Dundee, DD1 4HN Retrieved from http://www.hhc.rca.ac.uk/archive/hhrc/programmes/include/2005/proceedings/pdf/carmichaelalex.pdf - Goldberg J.(2005) Careers for Class Clowns and other engaging types. McGraw-Hill - Hesner, A. (1998) Groupwork with Learning Disabilities: Creative Drama, Oxon: Speechmark Publishing Ltd - Jennings, S. (1986) Creative Drama in Groupwork, Oxon: Winslow Press - Zucca D. (2012), Clowning in the classroom. Malta: University of Malta Press Supplementary Readings: - Auslander, P. and C. Sandahl (eds). ( 2005) Bodies in Commotion: Disability and Performance, Michigan: The University of Michigan Press - Boal, A. (1979) Games for Actors and non-Actors, trans. by A. Jackson, Routledge: New York - Farneti Alessandra (2004) La maschera più piccola del mondo aspetti psicologici della Clownerie, Perdisa - Gardner, H.,(1993) Frames of Mind: The Theory of Multiple Intelligences. (10th Anniversary Edition). NY: Basic Books - Gomez, P., & Danuser, B. (2007). Relationships between musical structure and psycho-physiological measures of emotion. Emotion, 7, 377–387 |
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| ADDITIONAL NOTES | Pre-Requisite qualifications: First degree | |||||||||
| STUDY-UNIT TYPE | Lecture and Seminar | |||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Claudio Carta Lesley Nixon Charlotte Anne Stafrace |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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