Postgraduate Certificate in Learning, Teaching Support and
Administration in Higher Arts Education
SELF-ASSESSMENT CHECKLIST
Module 2: The Teaching Artist
ASSESSMENT MODE
SUBMISSION
Assessment Mode 1 - ePortfolio
Theoretical Account
CRITERIA
In this submission do I:
1. Evidence a critical understanding of informed learning, teaching and learning
support methods and research, relevant to my arts discipline and professional
context?
2. Evidence use of relevant evidence-based research and literature to assist me
in critically evaluating my teaching and learning support practice, and to justify
current methods and/or support ideas, arguments and conclusions for the
development of my practice?
If not, what actions do I need to take?
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Postgraduate Certificate in Learning, Teaching Support and
Administration in Higher Arts Education
Theoretical Account for Observed Lesson
In this submission I will evidence a critical understanding of informed learning, teaching and
research relevant to my practice as a Gaelic Drama teacher. I will also discuss and evidence
the literature that has assisted me in critically evaluating and developing my teaching
practice.
For my Observed Lesson I have chosen to teach an Introduction to Gaelic Drama for adult
learners. I have been contracted by an arts centre to teach a six week block of Gaelic drama
classes specifically for adult learners. As there will be a further six classes I want the first
class to be an introduction to enable my learners to build their skills each week.
I have chosen to use the Cognitive learning theory in my lesson plan. By applying the
Cognitive learning theory I allow my learners to be active in their own learning. In my lesson
plan I have planned to involve my learners in the lesson by giving them the responsibility to
be creative and to both create and direct the drama scenes. If they feel the scene is not
working they need to identify why and then take action to change it.
Petty (1998) suggests that cognitivist theorists believe that “education is more than simply
communicating facts and procedures to memory; its main benefit is the development of
thinking skills.” As Skinner (1964) states:
“Education is what survives when what has been learned has been forgotten.”
In my lesson I have planned activities such as improvisation and story-telling in order to
develop their thinking skills. Through drama and creative play my learners should develop
strategies in their learning.
I have set six learning outcomes for my lesson in an introduction to Gaelic Drama. By the end
of my lesson my students should be able to:
L01- Demonstrate the ability to think creatively
I have included “Demonstrate the ability to think creatively as a learning outcome as when
studying Blooms Taxonomy of learning creativity is ranked as the highest level of training
and meaningful personal development. Remembering is marked as the lowest:
“Bloom believed that education should focus on ‘mastery’ of subjects and the promotion of
higher forms of thinking, rather than a simple transferring of facts.” Ingleby E & Joyce D,
Powell S, (2011)
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Postgraduate Certificate in Learning, Teaching Support and
Administration in Higher Arts Education
L02- Create a short performance using the skill of improvisation
As this will be my first lesson out of six I want my learners to become familiar with
performing and to enjoy performing. I want to encourage them to be creative and to give
them responsibility to develop their own creative thinking through improvisation.
L03- Carry out a physical warm-up
L04- Carry out a vocal warm-up
As this is an introduction to Gaelic drama and there will be another five classes I want to
ensure my students understand the importance of both a physical and vocal warm-up. I want
my students to be able to continue to carry out their own warm-ups after I have initially
shown them. I will also emphasise to my students the importance of warming up in order to
prevent injuries and be fully prepared for engaging in drama activities.
L05- Create character through drama games, drama theory and technique
Acting is all about creating a believable character. I want to give my students the opportunity
to start experimenting with character and learning through creative play; techniques for
building and further developing character.
I will use Constructivist theory as this gives my students a sense of responsibility for their
own learning:
“Constructivist theory emphasises the importance of scaffolding instruction. This occurs
when teachers break down tasks into meaningful parts and use modelling and coaching to
teach strategies for thinking and problem solving, and gradually release responsibility to the
learner.” Blumenfield, (1992)
L06- Evaluate their learning
I have included “Evaluate their learning” as a learning outcome as I think evaluation is vitally
important both to the individual learner and to me as a teacher. Without evaluation there is no
learning. I need to use learner feedback to develop and reflect on my own skills as a teacher. I
plan to use Formative Assessment as my strategy for evaluation. I will give my learners post
it notes at the end of my teaching session. This should allow my students to feel more
comfortable in giving anonymous feedback. As I plan to work with a small group I think this
type of formative assessment will work best.
Through researching and preparing for my lesson I have found practitioner Stephen
Brookfield to be immensely effective in helping me to carry out a critique and evaluation of
my own teaching. After I have carried out my observed lesson I will use the advice of
Brookfield. Brookfield (1995) discusses the six reasons why learning critical reflection is
vitally important to improving teaching practice.
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Postgraduate Certificate in Learning, Teaching Support and
Administration in Higher Arts Education
Critical reflection allows us to take informed actions; it helps us develop a rationale for
practice, it helps us to avoid self-laceration. Instead of blaming ourselves as teachers for
things that may go wrong; it allows us to look at the bigger picture and constructively change
in order to improve. It grounds us emotionally; it enlivens our classroom which furthermore
leads to an increase in democratic trust.
I want my students to enjoy the lesson and to achieve the learning outcomes I have set for
them. I look forward to carrying out my lesson and further developing the craft of teaching in
the Gaelic Arts.
Bibliography
Boal, A. (2002) Games for Actors and Non-Actors, 2nd Edition. 2nd Edition. Routledge.
Brook, P. (2008) Modern Classics Empty Space. 1st Edition Thus Edition. Penguin Classic.
Brookfield, Stephen D, (1995) Becoming a Critically Reflective Teacher. 1st Edition. Jossey-Bass.
Claxton, G. (1999) Wise Up: The Challenge of Lifelong Learning. 0 Edition. Bloomsbury Publishing
PLC.
Galloway, D. (1998) Motivating the Difficult to Teach (The Effective Teacher Series).Edition.
Longman Group United Kingdom.
Goodridge, J.(1970) Drama in the Primary School (Activity in the Primary School). Edition.
Heinemann Educational Publishers.
Ingleby E & Joyce D, Powell S, (2011) Learning to Teach in the Lifelong Learning Sector. 1
Linnell, R. (1982) Approaching Classroom Drama (Teaching Matters). Edition. Hodder Arnold H&S.
Lucas, B. (2001) Power Up Your Mind: Learn Faster, Work Smarter. Edition. Nicholas Brealey
Publishing.
Neelands,J. (1985) Making Sense of Drama: A Guide to Classroom Practice. Edition. Heinemann
Drama.
Winters, LB. (1997) On Stage: Theater Games and Activities for Kids. 1st Edition. Chicago Review
Press.
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