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COLLEGE OF HUMANITIES & SOCIAL SCIENCE COURSE APPROVAL FORM COURSE NAME Exploring Personal and Collective Stories Through Enactment Rationale Stories are central to our lives as humans. Telling stories, listening to them, and enacting them are ancient and powerful ways of making personal and collective meaning, ritually moving through rites of passage, learning, healing, problem-solving, imagining or envisioning possibilities, and affirming our connection with other humans and all life. Based on this understanding, this course offers participants opportunities to use action methods to explore personal and collective stories, including selected Celtic myths and Scottish tales, and in the process, also experience a sense of community, learn and develop new interpersonal and dramatic skills, gain new insights, and reflect upon and analyse the effectiveness of the various action methods presented. Rooted in the philosophy of Jacob L. Moreno, a psychiatrist and father of sociometry, psychodrama, sociodrama, and sociatry, these action methods differ from our regular experience of theatre in that their emphasis is on enacting stories from the lives of the actors, who can become protagonists in their own dramas. These dramas flow out of what Moreno called the Canon of Creativity, which involves a dynamic interaction between spontaneity and creativity in the exploration of meaning and transformation through enactment of personal and collective stories. Sociometry is a method that helps people identify their connections, repulsions, and/or neutral responses to others. Moreno used the word sociatry to refer to the healing of society. Mythodrama refers to the action exploration of myths and tales, while Bibliodrama, initiated by Peter Pitzele, is the action exploration of sacred texts. Sociodrama was Moreno’s term for action methods used to explore social issues. Though not exactly the same, it is akin to Augosto Boal’s Theatre of the Oppressed, which explores in action oppressive social conditions. Playback Theatre, originated by Jonathan Fox, invites stories from an audience, but the chosen ‘protagonist’ tells a story to a ‘conductor’, and then a troop of actors ‘plays back’ the story to the protagonists as a gift. Family Reconstruction grew out of the work of Virginia Satir and was taught by Bill and Ann Nerin in their action exploration of one’s family tree. Somewhat similar, but slightly different, is Bert Hellinger’s Family Constellation work, which also uses action and movement to explore family relationships. Business Case approved COURSE OUTLINE School Literatures, Languages and Cultures Course Type Standard Credit level Normal Year taken 45 3 Library Resources approved College CHSS Availability All Students 45 Credits COLLEGE OF HUMANITIES & SOCIAL SCIENCE COURSE APPROVAL FORM Home Subject Area Theatre and Drama Other Subject Area Education, Celtic Studies, Counsellin g& Psychothe rapy, Divinity (Religious Studies), and Social and Political Science UG Mode of Course Level Class and Assignment Study Summary Description The purpose of this course is to introduce students to the theory, practice, and basic skills development embedded in a variety of action methods used to explore personal and collective stories surfaced and chosen by participants. Rooted in sociometric theory and practice, the primary methods presented both didactically and experientially will be mythodrama, sociodrama, and psychodrama, though there will be some exposure to Sociatry, Bibliodrama, Theatre of the Oppressed, Playback Theatre, Family Reconstruction, and Family Constellations. Entry Requirements (not applicable to Visiting Students) Pre-requisites Co-requisites Prohibited combinations Other requirements Information for Visiting Students Course delivery Information Delivery Learn enabled Quota 3 – 21 period August 2015 Days & Times Monday – Friday from 10 a.m. – 1 p.m. (3 hours @ day for 3 weeks) of whole class sessions Detailed description Course Description In each session throughout the course, participants will engage in the exploration of various types and levels of story, which will flow out of using ‘action sociometry’ to enable sharing of nonthreatening interests, preferences, and common experiences that facilitate trust-building and a sense of community; action warm-ups to identify and surface the myths, tales, social issues, and COLLEGE OF HUMANITIES & SOCIAL SCIENCE COURSE APPROVAL FORM personal stories that emerge within the group in relation to participants’ shared cultural myths, collective social concerns, and relevant personal stories; further ‘action sociometry’ to assist group members chose in situ (in the moment) which of the myths, tales, social issues, and personal stories they want to explore in action; and dramatic methods to allow group members access to roles needed to tell and explore the chosen story. After each drama (enactment), participants will be invited to share what in the drama resonated with them and why. At a later point, this will be followed by an analytical reflection and critique on the process and methods used. Week One – Introduction to Action Methods and the Exploration of Celtic Myths and Scottish Tales Though building trust and a sense of community will be a theme throughout the course, the first week will hold that as a particular focus – with participants reflecting on and analysing the effectiveness of the methods used. Other topics will include the nature of sociometry and the sociometric cycle; the dramatic cycle of warm-up, action, sharing, and processing enactments; didactic and experiential training in role theory, role reversals, doubling, and mirroring; and use of these methods in the action exploration of selected Celtic myths and Scottish tales chosen by the group. There will be a short introductions to Sociatry and to Bibliodrama. Week Two – Building on Skills from Week One in the Exploration of Social Issues through Sociodrama and Theatre of the Oppressed In addition to continued trust-and-community-building, along with further skills development begun in week one, the focus of week two will be identifying and enacting explorations of social issues surfaced by the group because of their relevance to participants. Participants will learn the components of sociodrama and enact them in their social exploration of collective social issues; perceived root causes of and potential solutions to those issues; and possible ways of re-framing, problem-solving, and/or healing the identified issues. Included in the week will be an introduction to Theatre of the Oppressed as another relevant action method for addressing social issues. Week Three – Building on Skills from Weeks One and Two in the Action Exploration of Personal Stories through Psychodrama During this final week, participants will build on the skills they’ve been gaining by identifying their own personal stories; deciding whether they are willing to explore their stories as a protagonist; engage in the sociometric choice process of the group; and if chosen as protagonist, choose willing group members to play the roles or characters needed to enact their story. Because this is a shortterm educational course, the types of stories invited for sharing will include themes and topics, such as meaningful experiences, dream enactments, role training or preparation, and helpful conversations with a significant mentor, teacher, or friend. There also will be brief introductions to Playback Theatre, Family Reconstruction, and Family Constellations. Breakdown of learning & teaching activities Total Hours: Lectures: Seminar/Tutorials: Fieldwork: 200 15 10 0 COLLEGE OF HUMANITIES & SOCIAL SCIENCE COURSE APPROVAL FORM Practical: Summative Assessment hours: Programme level Learning & Teaching hours: Directed learning & independent learning hours: 20 0 155 Additional information Weighting of Coursework 100% summative assessments Exam information Exam diet Paper name Hours: minutes Stationery requirements Resit information List of Learning Outcomes LO 1 Demonstrate knowledge of and ability to articulate basic understanding LO 2 LO 3 LO 4 LO 5 LO 6 of action methods, their use in storytelling, and terms such as role reversal, doubling, and mirroring. Participate effectively in enactment cycle of warm-up, action, sharing, and processing a drama. Respond thoughtfully and respectfully to one’s own and others’ responses to enactments that stimulate strong emotion. Identify and evaluate the effectiveness of those processes and methods used to build group trust and develop a sense of community. Examine and analyse the similarities and differences of identified action methods, along with their appropriate use and context. Identify and evaluate the effectiveness of those action methods used to explore myths and tales, social issues, and personal stories. LO 7 LO 8 LO 9 LO 10 Detailed Assessment Information Formative Feedback Event (Nature and Timing) Elements Of Summative Assessment (With Weightings) Relationship Between Assessment and Learning Outcomes Relationship to Programme Assessment Spine/Plan COLLEGE OF HUMANITIES & SOCIAL SCIENCE COURSE APPROVAL FORM Main Graduate Attributes Research and Inquiry: Be able to identify define and analyse problems and identify or create processes to solve them. Be able to exercise critical judgment in creating new understanding. Be ready to ask key questions and exercise rational enquiry. Be able to critically assess existing understanding and the limitations of their own knowledge and recognise the need to regularly challenge all knowledge. Recognise the importance of reflecting on their learning experiences and be aware of their own learning style. Personal and Intellectual Autonomy: Be open to new ideas, methods and ways of thinking and feeling. Be creative and imaginative thinkers and feelers. Be able to identify processes and strategies for learning. Be independent learners who take responsibility for their own learning, and are committed to continuous reflection, self-evaluation and self-improvement. Be able to use collaboration and dialogue to effectively test, modify, and strengthen their own views. Be able to respond effectively to unfamiliar problems in unfamiliar contexts. Communication: Make effective use of oral, written and visual means to critique, negotiate, create and communicate understanding. Use communication as a tool for collaborating and relating to others. Further their leaning through effective use of the ful range of communication approaches. See and value open feedback to inform genuine self-awareness. Use effective communication to articulate their skills as identified through selfreflection. Personal Effectiveness: Appreciate and use talents constructively. Be able to create and harness opportunities. COLLEGE OF HUMANITIES & SOCIAL SCIENCE COURSE APPROVAL FORM Be responsive to their changing surroundings, being both flexible and proactive. Have the confidence to make decisions based on their understandings and their personal and intellectual autonomy. Be able to flexibly transfer their knowledge, learning, skills and abilities from one context to another. Understand social, cultural, global and environmental responsibilities and issues. Be able to work effectively with others, capitalizing on their different thinking, experience and skills. Work with, manage, and lead others in ways that value their diversity and equality and that encourage their contribution to the organization and the wider community. Organisation Course organizer Course secretary Dr. MaryCatherine Burgess Exam Board Convenor Taught in Gaelic? Additional Information Marking Scheme Additional costs Keywords Course proposal information Course proposer Dr. MaryCatherine Burgess Url for supporting documentation School Specific Requirements This section can be expanded and adjusted as required for schools to include material that is specific to their own local requirements or for programmes that may have, e.g. a professional requirement