CASE STUDIES OF PRACTICE: DRAMA
Title of Practice: ‘Runaway?’
Published: March 2008
Reason for selection: Students learn from experience in exciting ways that promote a variety of different kinds of
learning activity. They are involved in enquiry-led learning (starting in the summer vacation), actively engage with
a community-based project, link theory to practice, generate theory, expand their understanding of drama, use a
journal to explore and develop their learning from experience, and are specifically encouraged to make meaning
(through reflection) of the whole experience. Assessment covers both the quality of their involvement in the
project, the dramatic production and ensuing DVD, and the quality of their reflection.
GENERAL BACKGROUND
School
SALL
Subject
DRAMA
Module Title (if applicable)
APPLIED DRAMA
Level
2
Duration
One semester
Lead person
John Somers
Others involved
Members of the Missing Persons’ Unit, Devon and Cornwall Police; staff members of
Pangaea TV, Exeter.
ABOUT THE PRACTICE/PROJECT
Type of activity
Module
Focus for activity,
Multi-focus. Active learning; students as researchers; enquiry led learning; learning
through practice; generating theory; reflective learning; awareness of media (we used
both live drama and film); co-operation with outside agencies.
e.g. Active learning,
students as researchers,
key skills , other
Size of student group
13
Description
The students were given a theoretical framework for the work – i.e. the principles and
examples of practice in Applied Drama. They were then introduced to the aims of this
particular use of Applied Drama – the making of an Interactive Theatre programme to
tour Exeter secondary schools with performances for year 8 students on the topic of
running away behaviour in children of that age. A short video was also made to
capture the spirit pf the work and as an aide to seeking substantial funding to further
the work beyond the module’s duration.
We had substantial contact with two outside agencies: Pangaea TV, Exeter, whose
personnel taught a number of sessions on aspects of film-making and who helped the
students edit the material into a short promotional DVD. We also had regular and
sustained contact with the Missing Persons’ Unit at Devon and Cornwall Police who
originally approached the Department for help in raising the topic with Year 8 students
in schools.
The students did extensive research over the summer vacation, including interviewing
professionals involved with child protection etc. This research material was sifted in
October and the content of the programme decided in consultation with outside bodies
(we had help from national charities and the co-ordinator of the national Missing
Persons’ Helpline).
We made a two-hour live, interactive theatre programme – ‘Runaway?’ which toured to
Exeter secondary schools. We provided introductory materials used by teachers in
the week before our visit, and follow-up material which supported the learning
embedded in ‘Runaway?’.
We collected evaluations from students, teachers and members of other agencies that
sent representatives to performances.
We made, on location, a seven-minute promotional DVD. This was conceived,
storyboarded, directed, shot and edited by members of the student group.
What was the rationale
for introducing the
practice?
This is explained in 14 above. The aim was to meet a real need in the community and
to demonstrate to students, through theory and practice, how this need could be met
through the use of Applied Drama, which is loosely defined as ‘drama which has a job
to do’.
Resources/support
required (technical
Drama studios, touring lighting equipment, video cameras, editing suite, sound
recording equipment, DVD reproduction equipment, still cameras, data projectors and
laptops, internet access for research, library use.
assistance, specialised
equipment etc)
ASSESSMENT
Assessment Formative
Assessment criteria
On a regular basis throughout the module, the students were required to
research/create ideas in relation to the topic and to take initiatives in relation to the
special task they chose to undertake in the module. This ranged, for example, from
specialised research into runaway behaviour, storyboarding, liaison with outside
agencies, scripting, and preparation of educational follow-up material. This work was
subject to feedback from other group members and the tutor.
1. Individual effort and achievement:
15%
2. Group effort and achievement:
50%
3. Journal:
15%
4. Essay:
20%
1. Amount and quality of contribution to the process of developing, making and
delivering the programme.
2. The overall quality of the final products – live programme and DVD.
3. The ability to use the journal as a site where aspects of the work which
intrigue the student can be deconstructed in ways which lead to learning.
4. The ability to make meaning (through reflection) of the whole experience.
FEEDBACK
Feedback - Student
comments
Entirely positive. This is typical:
“After seeing ‘Practice Imperfect’ in my first year, I became very interested in Applied
Drama and was desperate to get a place on the module in my second year. When I
did get a place, I came onto the module with quite high expectations and throughout
the course these were fulfilled and exceeded. My main hope was that I would be able
to bring drama work outside of the university department and into the community in
Exeter. I had envisaged creating drama workshops which, as I had experienced during
my first year, improved personal skills such as group-work and becoming less
inhibited. The project ‘Runaway?’ which we created on the module did so much more.
I feel that I was involved in something which was and did so much more than the
‘everyday’, standard drama workshop. Following the module I have come to really
understand the idea of ‘drama with a job to do’ and realise that as well as enabling
participants to improve their social skills as I mentioned above, Applied drama can
tackle important political and community issues such as running away from home.
Through the module I was able to gain knowledge on the issue of young people
running away from home through research we did – I found this really interesting and
unlike just about any other research I have done on the course of my degree, I was left
yearning to know more. The research we did prompted me to act on the issue and the
‘Runaway?’ programme which we developed provided the perfect outlet to do this in. I
was glad to be able to make use of skills which I have aside from acting/performing to
be able to contribute to the creation of this Applied Drama programme: I especially
enjoyed making material to be used in the compound stimulus as I was able to be very
creative. The film-making part of the module was enlightening and probably not
something which would be studied on any other module run on the drama degree. I
am really pleased that we had the opportunity to explore a little bit this area of work
and I thoroughly enjoyed the experience of storyboarding scenes. I would have liked to
have a go at cameraman work, had there been room for another person!
One of the best things about the module was being led by our fantastic tutor. I feel like
he knew each of the students on the module personally and was able to understand
us as people rather than just students. He was able to recognise my dramatic interests
and talents against the things I was not so good at and I knew that should I ever need
any help he would be available to speak to. I do not have any regrets or dissatisfaction
with the Applied Drama module; I just wish I could repeat the whole thing again! It has
without a doubt been the best thing which I have done on the degree course. My
interest in Applied Drama has continued to grow and I have chosen to focus my
dissertation on the use of Applied Drama within education (TIE).”
Feedback –
Staff comments
“I had no idea when I approached the University that I would find people with such
expertise and commitment. The unflagging interest and skills of the people who
became involved was inspirational. A great success.” (Police Officer)
“We loved working on the project. It was great to engage the students in the shooting
and making of the DVD and the sustained interest of those who edited it was
impressive”. (TV company staff member)
Feedback - Others
(External Examiner,
Professional
Accrediting Body etc)
“This was quality intervention. The children were involved, empathetic and took the
whole experience very seriously. I have no doubt that much good was done.” (Senior
Police Officer)
“Thank you for bringing this to our school. I am convinced that the children will have
learned from the experience and I congratulate you on the professionalism and care
you showed” (Headteacher, secondary school)
OTHER MATTERS
Issues/difficulties;
improvements
Lack of time to complete all the necessary stages of the practice and to ensure that
the students’ learning was consolidated and deepened as the module progressed.
Finding a better balance between the real project needs and student time overload.
Benefits of practice
Resultant awareness amongst students about how Applied Drama can relate to real
issues and real communities and people. Increased awareness that they have
something to ‘give’. Development of specific Applied Drama skills. Development of
skills enabling complex negotiations with outside agencies. Increased video
production
This was a skills.
delight to teach. The students were enthusiastic from the outset (they had
Any other comments
chosen this module in the full knowledge of its content) and fulfilled every aim we
arrived at. Co-operation with outside agencies which had a real need gave the project
a real context and this gave a focus and urgency to our work. Because it was a new
challenge the staff involved were also highly motivated.