UAS SOE graduates will be informed, reflective, and responsive teachers within diverse classroom,
school, and community contexts
ED320D-JD1 Drama in the K-8 Curriculum
1 credit
Saturdays 11:00 am - 2:00 pm
October 29 – December 3, 2011
Instructor: Roblin G. Davis, M.F.A.
E-mail: roblin.davis@uas.alaska.edu
Office: UAS School of Education
Phone: 523-9070
Fax: 796-6550
11120 Glacier Highway. Juneau, AK 99801
Office Hours: By appointment.
Web Meeting/Elluminate Live: Go to our class site at https://uascentral.uas.alaska.edu/online, log in and
go to “WebMeet” for our class sessions. Log in well before class time so you can call the Help Desk for
assistance if you encounter difficulties. If you have difficulty with your audio/microphone, go to “Tools”
and “Audio” and “Audio Setup Wizard.”
UAS Technology Support Help Desk: 796-6400 or 1-877-465-6400 and
http://www.uas.alaska.edu/helpdesk or helpdesk@uas.alaska.edu
UAS Library: 796-6466 or 1-888-550-6167 or http://www.uas.alaska.edu/library/ – see the links listed
under Egan Library Online on the UAS Online class homesite. Jennifer Ward
(jennifer.ward@uas.alaska.edu and 796-6285) is the Outreach Services Librarian available for your
support.
UAS SOE Office: 866-465-6424, 907-796-6424 or 796-6424
To access the handbook for your program, go to http://www.uas.alaska.edu/education/proghand.html
Course Description
Principles, methods and materials of drama at the elementary and middle-school levels. A wide variety
of creative activities basic to curricula are explored. Includes the use of drama in standards-based
curriculum planning and assessment for a diverse student population.
Course meets online via Elluminate. Access this course from UAS-Online at uas.alaska.edu/online.
Prerequisite: ED 222.
Goals of the Course
1. To provide a basic understanding of the elements of theatre arts.
2. To gain skills to teach drama as a content area in elementary and middle schools.
3. To study a variety of drama techniques that can be used to teach any content area in an
engaging, integrative way.
4. To demonstrate the important role of drama in education. The course will investigate
specific brain theory and research that demonstrates the success of arts-based learning.
5. To connect drama teaching tools to the state Content Standards for Education.
6. To present a basic set of tools for assessment of student drama skills.
Outcomes of the Course
1. Student understands the elements of drama and identifies and cultivates his/her own
theatre skills.
2. Student develops a “tool kit” of drama techniques for teaching a variety of content in
elementary and middle school classrooms.
3. Student demonstrates the ability to defend arts-based education with arguments based on
scientific research on brain theory and educational theory.
4. Student demonstrates an understanding of drama assessment and presents useful ideas for
assessing student work.
5. Student creates a concrete, step-by-step lesson plan in which drama exercises are used in
the classroom. The lesson plan includes connections to the Alaska State Content
Standards and a plan for assessment.
Instructional Methodologies
Course meets online via Elluminate. Access this course from UAS-Online at uas.alaska.edu/online.
This course includes interactive lectures, research, discussions, and individual presentations.
Texts and Additional Readings
All readings are either attached to the lessons or they are posted following the lessons under Resources.
Policies
Students are expected to attend each class and be active participants and demonstrate professional
behavior in their written and verbal communications. You must inform me in advance by e-mail
(roblin.davis@uas.alaska.edu) if you will be absent. I reserve the right to deduct points for non-attendance
and if a student’s absences become excessive, I will consider dropping them from the course, even if they
are completing their lessons and critical performances satisfactorily. Assignments are to be completed each
week BEFORE class. I reserve the right to reduce Lesson and Critical Performance scores by 1/2 if they
are late (usually when they are about one week late – or once I have recorded the postings of “most” of the
students).
Alignment to Goals Matrix
ACEI.
Standard
Met
Grad (0r)
UnderGrad
Competenci
es Met
SOE
The candidate will demonstrate the
knowledge and skills necessary to:
(Conceptual
Framework)
Standard
Met
Course Objective
Assessment ensuring
that the objective
has been met
Develop a Philosophy of Education
Use Technology Effectively
1&9
1, 3, 4, 5 &
6
3.1, 3.2, 4.0,
5.1 & 5.2
Written response #1 –
Benefits of theatre in
education
Planning for Instruction
2
5&6
1.0, 3.1, 3.3,
3.4, 3.5 & 4.0
Written response #2 –
Adapting a story to
performance
Instruction and Knowledge
3&4
1, 2, 5 & 6
3.1, 3.2, 3.3
& 3.4
Written response #3 –
Applications from
Reader’s Theatre
Development, Learning, Motivation and
Professionalism
1, 3, 4, 5 & 8
1, 2, 5 & 6
Planning for Instruction and Professionalism
1, 8 & 9
1, 3, 4, 5 &
6
1.0, 3.1, 3.2,
3.3, 3.4, 3.5
& 4.0
3.1, 3.2, 4.0,
5.1 & 5.2
Final Unit/Lesson Plan
and Oral Presentation
Lesson participation and
discussions
Relationship to Conceptual Framework
This course will introduce the performing arts as a teaching tool and avenue to develop a dynamic, vital,
enjoyable and safe classroom environment. Research reveals that meaningful exposure to the arts increases
the learning potential for all students. Engaging in theatre arts builds confidence, develops cooperation and
ignites enthusiasm for learning. The course will also help students begin to identify what it means to be an
informed, reflective and responsive teacher. In addition, candidates will create and revise their
theory/philosophy of education and provide rationale for their beliefs based on their learning experiences
and course readings.
Basis for Student Evaluation/Grading Requirements
Assignment
Points
Due Date
Lesson #1 Researching the benefits of theatre in the classroom
15
Nov. 5, 2011
Lesson #2 Page to Stage
15
Nov. 12, 2011
Lesson #3 Integrating Drama
15
Nov. 19, 2011
Final Lesson Plan and oral presentation
30
Dec. 3, 2011
Active participation/engagement
5
Each class
Grading Scale (go to UA Online for your grade – about a week after finals are completed) I will post
scores for each lesson and assignment in the online Grade Book. Please contact me if you have questions
or see an error.
Letter Grade
Total Points
A
90-100
(90-100%)
B
80-89
(80-89%)
C
70-79
(70-79%)
Technological Competencies
Candidates will make extensive use of the internet. All of your assignments will be posted to our
Discussion Board unless otherwise noted. Requires use of internet and e-mail. Candidates will need to
access the UAS Online class site and WebMeet (ELive) as well.
Diversity
Issues of diversity will be addressed through the critical performances listed above, through responses to
lessons, through classroom lectures, discussions and individual presentations.
Academic Policy Statement
Honesty in academic endeavors is a central tenet of the UAS philosophy. Infractions of academic
dishonesty can lead to serious consequences. Refer to the UAS Student Handbook for more details.
Programs offered through the Learning Center and the Student Resource Center address topics such as
study skills and time management to reduce stress and thus help to prevent dishonest behavior.
Student with Disabilities
To aid college students who experience a documented physical, cognitive, and/or psychiatric disability,
Disability Support Services are available on all UAS campuses. The University of Alaska Southeast is
committed to equal opportunity and programmatic access for students with disabilities (See University of
Alaska Regents Policy: www.alaska.edu/bor/policy/policy.xml). For further information on disability
support services and guidelines about documentation please visit our website at www.uas.alaska.edu/dss
www.uas.alaska.edu/dss or Juneau (907)796-6000 Ketchikan (907) 228-4505 Sitka (907) 747-7716.
Early contact with this program promotes a positive educational experience.
Civility and Harassment
Intellectual honesty, mutual respect and freedom from discrimination, intimidation, harassment and
violence against persons or property are central to the UAS mission. Acts of intolerance and abusive
behaviors which violate these basic values will not go unchallenged without our academic community.
UAS is committed to standards promoting speech and expression that fosters the maximum exchange of
ideas and opinions. Ideally, discourse is open, candid and characterized by mutual respect and dignity. It
is the goal of the university to foster a campus climate that promotes the ideals of civility and appreciation
for the uniqueness of each member of our academic community.
Schedule
Complete and post in Discussion Board all assigned responses on or prior to the date they are scheduled.
Have your lesson/other responses available for class discussion time. I will call on participants to share
their lesson/other responses – being prepared to share your responses constitutes active engagement.
Session 1: October 29, 2011
 Introductions
 Discussion: Approach to Drama in the Classroom
 Alaska Content Standards – Art and Language Arts
 Learning Styles
 Elements of Theatre
 Games and Activities
Session 2: November 5, 2011
 Lesson #1 due.
 Discussion and Reflection: What are the benefits of drama in the classroom?
 Theatre Vocabulary
 The Company – Acting Ensemble – Building Community
 Drama Games and Activities
Session 3: November 12, 2011
 Lesson #2 due.
 Discussion and Reflection: Page to Stage; Reading and Writing with Drama
 Tools for Learning and Teaching Literature
 Classroom Exercises
Session 4: November 19, 2011
 Lesson #3 due.
 Discussion and Reflection: Making Drama a Reality in Your Classroom
 Drama Assessment in the Classroom
Session 5: December 3, 2011
 Final Project due. Sharing and Feedback
Online Resources
ARTSEDGE — National Arts and Education, A program of the John F. Kennedy Center for the
Performing Arts Network
http://artsedge.kennedy-center.org/
The Kennedy Center Alliance for Arts Education Network (KCAAEN)
http://www.kennedy-center.org/education/kcaaen/
The Kennedy Center’s Changing Education Through the Arts program (CETA)
http://www.kennedy-center.org/education/ceta/
Americans for the Arts
http://www.americansforthearts.org/public_awareness/artsed_facts/highlights/drama.asp
The Arts Education Partnership (AEP)
http://aep-arts.org/
Creative Drama and Theatre Education Resource Site
http://www.creativedrama.com/
Education Resources Information Center
http://eric.ed.gov/
Creative Theatre and Drama WebRing
http://www.webring.com/hub?ring=cdct
Responsive Classroom
http://www.responsiveclassroom.org/
Alaska Content Standards
http://www.eed.state.ak.us/standards/
Selected Bibliography
Armstrong, Thomas. Multiple Intelligences in the Classroom. Alexandria, VA: Association for
Supervision and Curriculum Development, 1994.
Bloom B. S. Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York:
David McKay Co. Inc., 1956.
Boal, Augusto. Games for Actors and Non-Actors. London: Routledge Press, 1992.
Bowell, Pamela and Brian S. Heap. Planning Process Drama. London: David Fulton Publishers, 2001.
Bruder et al. A Practical Handbook for the Actor. New York: Vintage Books, 1986.
Jensen, Eric. Teaching With the Brain in Mind. Alexandria: Assoc. for Supervision and Curriculum
Development, 1998.
Mentione, Roberta D. & Sabine Smead. Weaving Through Words: Using the Arts to Teach Reading
Comprehension Strategies. Newark: International Reading Association, 2003.
O’Brien, Peggy. Shakespeare Set Free: Teaching Romeo & Juliet, etc. NewYork: Washington Square
Press, 1993.
Spolin, Viola. Theater Games for the Classroom. Evanston: Northwestern University Press, 1986.
Live Homework help for students and parents/guardians
Go to http://sled.alaska.edu (AK Digital Archives) to find the link
Course/Instructor Evaluation: Use the link on the class site -- Thanks for your input!