Drama Projects in Physical Education

Objectives

This subject focuses on how to plan, implement and evaluate performing art projects in the physical education classroom. Combining education and art with sport offers a highly effective formative experience that can be led by anyone working in any form of educational context. This subject pursues a learn-by-doing methodology: do, reflect, apply; while incorporating an intersectional perspective.

Overall objectives

• To build, develop and reflect on embodied, acquired and situated knowledge.
• To understand different ways of integrating art and body poetics and practices in the PE classroom.
• To acquire experience in social theatre techniques to analyse diverse contexts.
• To explore, learn and practice a range of performative nature projects in order to expand the expressive and perceptive skills.

Learning outcomes

Carry out a specific performance arts session tailored to the objectives. (LO3)

Program specific activities in the relevant field, taking as a framework the curriculum of the learning stage. (LO4)

Integrate the basic competences of primary and secondary education in acurate didactic proposals through different media and stategies. (LO5)

Acquire advanced knowledge and demonstrate an understanding of the theoretical and practical aspects and working methodology in the field of dramatic and performing arts. (LO6)

Show skills for critical reflection in the processes linked to the exercise of the profession. (LO7)

Act in usual situations and those typical of the profession with ethics, commitment and responsibility. (LO10)

Use the physical education classroom to promote drama and performance activities in creative ways to work on basic competences in primary and secondary education. (LO12)

Competencies

General skills

• Be able to adapt to new situations.
• Be able to be reflective, critical and self-critical.
• Be able to lead.
• Be able to solve problems and make decisions.
• Be able to work in teams.
• Be creative.
• Be sensitive to environmental issues.
• Identify and attend to diversity and multiculturalism.
• Show ethical commitment.
• Show initiative and entrepreneurship.

Specific skills

• Communicate and express oneself through the body as a resource to be exploited in professional practice.
• Make connections between different fields and content and learn how to work on them through a variety of cross-curricular subjects.
• Plan, carry out and assess physical education and sport programmes throughout secondary and post-compulsory education.
• Select and implement strategies, methods, techniques and technology best suited to improve processes and programmes of physical education and sport during compulsory and post-compulsory secondary education.
• Transmit attitudes and values ​​that promote regular physical activity and emphasise their training and health benefits.
• Understand and interpret the principles and practice of the development of human motor skills.
• Understand, predict and assess historical, psychological, social and cultural factors that help or hinder the practice of physical activity and sport.

Basic skills

• Students have demonstrated knowledge and understanding in a field of study that builds on general secondary education with the support of advanced textbooks and knowledge of the latest advances in this field of study.

Core skills

• Be a critical thinker before knowledge in all its dimensions. Show intellectual, cultural and scientific curiosity and a commitment to professional rigour and quality.

Content

1. Body, movement, and expression
   1. Situated body knowledge
   2. Embodying performance
   3. Performing arts, games and physical education
2. Performing arts projects and educational contexts
   1. Intersectional approach to body practices
   2. Developing performing arts projects in physical education classrooms

Evaluation

• Continuous assessment: 40% (RA3, RA4). Retake is not permitted
• Group performance project: 30% (RA7, RA12)
• Individual written project: 30% (RA10, RA5, RA6)

Retake is only possible if the student has a complete evidence portfolio and 85% of assistance.

Methodology

The spirit of the subject is that of a creative workshop. Therefore during this course students will engage in a wide range of body practices, including movement exercises, vocal exercises, and improvisation games. These skills will be developed through the principle of learning by doing, experimentation and project implementation. The final goal is to express diverse identities, interact outside usual environments and explore alternative ways of conviviality.

Teaching methods will include:

1. directed activities
2. problem-based learning
3. cooperative learning
4. exemplification and case studies
5. practical classes and
6. group work presentations

There will also be supervised activities such as programmed tutorials, work revision, checking of student portfolio activities and final project follow-up tutorials, as well as independent work such as preparation of projects, practical activities, readings, learning activities, and online work using the virtual campus.

Bibliography

Bibliography

• Arthur and Marilouise Kroker (Ed.) (1993). The Last Sex. Feminism and Outlaw bodies. Retrieved from https://dspace.library.uvic.ca/bitstream/handle/1828/7117/Kroker_Arthur_TheLastSex_1993.pdf?sequence%3D4
• bell hooks (1994). Teaching to Transgress: Education as the Practice of Freedom. Retrieved from https://sites.utexas.edu/lsjcs/files/2018/02/Teaching-to-Transcend.pdf
• Gayatri Chakravorty Spivak (2012). An Aesthetic Education in the Era of Globalization. Retrieved from https://huminst.uic.edu/wp-content/uploads/sites/412/2019/11/gayatri-chakravorty-spivak-an-aesthetic-education-in-the-era-of-globalization.pdf
• Peggy Phelan and Jill Lane (1998). The Ends of Performance. New York University Press.
• Richard Schechner (2002). Performance Studies. An Introduction. Routledge.

Reading

Teachers will provide complementary bibliography and compulsory reading throughout the course via the Virtual Campus.