ED2TSC: Theatre for Social Change

Module code: ED2TSC

Module provider: Institute of Education

Credits: 20

Level: Level 2 (Intermediate)

When you'll be taught: Semester 1

Module convenor: Mr Simon Floodgate, email: s.floodgate@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: Yes

Talis reading list: Yes

Last updated: 21 May 2024

Overview

Module aims and purpose

This module will enable students to explore the concepts of ‘change’ and ‘social change’ in the context of applied theatre. Students will develop an understanding of the applications of theatre for change via engagement with a range of key historical and contemporary international practitioners and forms. The module will explore who changes, how change is brought about and whether change is necessarily a good thing within these practices. At the end of the module students will have skills to evaluate the intentions, impact and efficacy of theatre for social change and to appraise the notion of transformation in the broader context of education.

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Draw on key theoretical concepts to analyse the impact of methodologies for theatre for social change
2. Clarify a definition of social change in relation to human agency
3. Compare and contrast different practices employed in the service of theatre for social change
4. Critically evaluate the impact of practical work undertaken
5. Demonstrate an appropriate understanding of research relating to projects or theories in theatre for social change

Module content

Key concepts such as change, social change, applied theatre and community will be addressed. The module has a strong international flavour within its subject matter. The historical socio-political contexts of Germany in the first half of the twentieth century, Brazil in the throes of 1960s military coups and a mid-1970s east coast USA at the heart of a range of civil rights movements and the birth of post-modernism, are entirely core to an understanding of these theatres for social change.

Students will examine the instrumental methodology of Bertolt Brecht – ‘the forefather of applied theatre’? Drawing upon Paulo Freire’s education theories, students will then explore Augusto Boal’s Theatre of the Oppressed. Originating in a feudal system in South America as a means to use theatre as a language to fight oppression, Boal brought his methods to Europe when in exile. Here they were adapted to meet the different, more internal means by which individuals were oppressed. The module will also introduce the improvisational form, Playback Theatre as well as the UK Theatre-in-Education movement.

Structure

Teaching and learning methods

A mixture of lectures, small group seminars and discussion groups. Practical work is used to demonstrate some of the key concepts introduced.

Study hours

At least 18 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

A draft of the first part of the essay will constitute the formative assessment. This will be the student’s definition of ‘social change’ with references. There will be opportunity for structured peer feedback and self-assessment as well as brief, structured written tutor feedbac

Reassessment

Additional costs