Course
Drama in Early Childhood Education (EIS155)
Dette er emnebeskrivelsen for studieåret 2012-2013. Merk at det kan komme endringer.
Semesters
Fakta
Emnekode
EIS155
Vekting (stp)
6
Semester undervisningsstart
Spring
Undervisningsspråk
English
Antall semestre
1
Vurderingssemester
Spring
Content
- Dramatic expression, improvisation. Through using body and voice the student is challenged in using fantasy and creativity.
- Processdrama; special focus on the multicultural kindergarten.
- The art of storytelling and adapt for follow- up activities using drama.
- Theoretical reflection upon the connection between dramatic play, drama and the art of theatre.
Learning outcome
After finishing this module the students shall have:
- an understanding of drama as an aesthetic subject and how to plan for aesthetic experiences through drama for all children in kindergarten .
- acquired competence in adapting for and carry out storytelling and follow up activities to a target group.
- developed their teaching qualifications in working within a multicultural environment.
- knowledge and understanding on the learning potential in dramatic play.
Forkunnskapskrav
Exam
| Form of assessment | Weight | Duration | Marks | Aid | Exam system | Withdrawal deadline | Exam date |
|---|---|---|---|---|---|---|---|
| Work on storytelling and written report | 1/1 | Letter grades | — | 01.04.2012 | — | ||
| Work on storytelling | 1/2 | Letter grades | All | — | 01.04.2012 | 18.04.2012 | |
| Individual report | 1/2 | Letter grades | All | Inspera assessment | 01.04.2012 | — |
Final assessment consists of the work on storytelling (50%) and the individual report with personal and theoretical reflection (50%).
Each candidate is assessed on a scale from A-F, where A-E denotes pass and F denotes fail.
Vilkår for å gå opp til eksamen/vurdering
All classes are mandatory.
- the candidate shall have carried out at least one session of storytelling to a target group (kindergarten or first grade in primary school).
- as part of a group, the candidate shall have developed and presented a forum theatre to a target group.
- an individual report with personal and theoretical reflection on the work that has been done and the challenges and possibilities as a future teacher. 6 pages.
Fagperson(er)
Study Adviser:
Madli DagestadCourse coordinator:
Ine Larsen MånebyMethod of work
Dramatic competence can only be developed in interaction with others. The teaching will be held as lectures, demonstrations, play, seminars, tutoring and practical workshops.
This course is organised in a mixed group of Norwegian and international students.
Åpent for
Litteratur
Neelands, J. & Goode, T. (2000) (second edition): Structuring Drama Works. A handbook of available forms in theatre and drama. Cambridge University Press. UK
Compendium:
Livo, Norma J., Rietz, Sandra A.(1986). Storytelling, Process and Practice. Littletown, Colorado. Libraries unlimited, INC. (72 pages)
Wardetzky, Kristin (2006). Storytelling at school. (Article 10 pages)
Wardetzky, Kristin, Weigel, Chistiane. Speechless? A language-support project for children from immigrant families (Berlin) (article of 10 pages.)