Syllabus: Drama with Special Populations
NEW YORK UNIVERSITY
DEPARTMENT OF MUSIC AND PERFORMING ARTS PROFESSIONS
PROGRAM IN EDUCATIONAL THEATRE FALL 2011
Instructor: Russell Granet
Drama With Special Populations
E17.2960001
3 points
Course Description: This course examines the practices and theories of educational
theatre as they apply to working with elementary and secondary students with special
needs. At its core, this class is about good teaching. Any professional teaching in
today’s schools will work with a child with a disability. Differentiated instruction is not
about teaching a class, but rather reaching a student. This hands-on course will isolate
specific drama approaches and techniques and adapt them for the physically,
cognitively, or emotionally challenged student. Students will leave the class with an
understanding of the many classifications and history of special education, as well as
how a student goes from a general education class to a special education class.
Sample lessons and best practices will be shared.
Course Objectives
1
2
3
4
5
To identify classifications of special needs as well as specific teaching strategies
for each classification.
To effectively structure lesson plans based on the New York State learning
standards and New York City Blueprint strands which best serve the needs of all
students.
To accurately assess the needs and work of students of differing abilities.
To prepare students to communicate drama techniques effectively in the
teaching and learning process for students with physical, emotional, and
cognitive challenges.
To gain confidence in leading dramatic structures through collaborative group
presentation and individual curriculum planning.
Course Outline
Fri, September 23rd, 6:30-9:30pm
Introduction to Special Education
Journal prompt #1:
After watching Sir Ken Robinson's video Part I &
Part II on Ted.com, what surprised you? What was
of value? What questions do you still have?
Sat, September 24th, 10:00-5:00pm Classifications/Elementary School
Journal prompt #2:
Develop one diagnostic activity that you can use in
your current or future classroom and outline the
information you will gain about the students by
implementing this activity.
Syllabus: Drama with Special Populations
Fri, September 30th, 6:30-9:30pm
Understanding Special Education Culture
Journal prompt #3:
How do you learn best? Please reflect on your own
learning style and what kinds of things need to be
in place in order for you to be a successful learner?
Sat, October 1st, 10:00-5:00pm
Classifications/Middle School
Journal prompt #4:
Please give examples of theatrical
techniques/exercises that address diversity and
disability without spot-lighting any one student.
Fri, October 14th, 6:30-9:30pm
Applying differentiated Instruction
Journal prompt #5:
In thinking about your future classroom/setting please prioritize the best practices shared in class
and identify your top 3. You will need to explain
your selection.
Sat, October 15th, 10:00-5:00pm
Classifications/High School
Journal due: Saturday, October 15th
Lesson plan due: Saturday, October 15th
Syllabus: Drama with Special Populations
Recommended Text
Bailey, Sally D. Wings To Fly: Bringing Theatre to Students With Special Needs.
New York: Woodbine House. 1993.
Assessment
Participation: The work in this course will be based upon a learning community model in
which collaboration, openness, and respect are of prime importance. The class
demands a spirit of commitment to exploration and collaboration with the instructor and
colleagues. It also requires attendance and participation in weekend class meetings.
Because the course only meets on three weekends, attendance at all class meetings
and promptness are mandatory. More than one unexcused absence will adversely
affect the participant’s final grade in the course. Official university excused absences
must be documented. If you know you will be missing class, advance notification should
be emailed to the instructor at [email protected]. Attendance and participation
make up 30% of the course grade.
Readings and Blackboard: Readings will be given out by instructor. Blackboard – TBD.
Readings and class discussion make up 20% of the course grade.
Lesson Plan and Application: In addition to class participation in activities and
discussion, there will be three written assignments. Students will respond and
document one in-class lesson and will need to design, collaboratively, one 45-minute
special education class lesson on a theme of choice. Each lesson will focus on students
with special needs in either a self-contained or inclusion setting. The lesson plans will
be due the last day of class. Assignments will make up 30% of the course grade.
Class Journal: Every student will be required to keep a class journal. One journal
prompts will be given at the end of each class. The journal will be due the last day of
class. Journals will make up 20% of the course grade.
Administration
Papers need to be double-spaced, with a cover page and conform to the style handbook
(e.g., APA, MLA) of your choice.
Assignments will not be accepted late unless negotiated in writing with the professor in
advance of the due date. Late assignments will be penalized.
Duplicate copies of all written assignments must be kept by all students.
The professor will need to be informed in writing of any extenuating circumstances which
are impacting upon the student's satisfactory progress in this subject.
Academic Honesty
You are responsible for knowing the University’s issued standards of academic honesty
outlined in the student handbook. While the nature of this course demands that you
discuss ideas and opinions with fellow participants, your writing and other individual work
must be something that you do on your own.
The standard penalty for academic dishonesty consists of an automatic “F” for
the course and notification of campus authorities.
Syllabus: Drama with Special Populations
Bibliography
Special Education
Bush, Wilma and Kenneth W. Waugh. Diagnosing Learning Disabilities. Columbus,
Ohio: Merrill Publishing, 1976.
Deschenes, C., Ebeling, D., & Sprague, J. (1994). Adapting instruction in inclusive
classrooms: A teacher's desk reference. The Center for School and Community
Integration Institute for the Study of Developmental Disabilities.
Lavoie, Richard D. wrtr. Understanding Learning Disabilities: How Difficult Can This Be?
The F.A.T. City Workshop. Videocassette. Prod. by Peter Rosen. PBS Video, 1989
Turnbull, Rud, et al. Exceptional Lives: Special Education in Today's Schools. Upper
Saddle River, New Jersey: Merrill, Prentice-Hall, 2002.
Wender M.D., Paul H. The Hyperactive Child, Adolescent, and Adult: Attention Deficit
Disorder Through the Lifespan. New York: Oxford University Press, 1987.
Drama With Special Needs Populations
Cattanach, A. Drama for People with Special Needs. A &C Black, Inc. 1996.
Eadon, Helen. Dyslexia and Drama. David Fulton Publishing. 2005.
Kempe, Andy. Drama Education & Special Needs: A Handbook for Teachers in
Mainstream & Special Schools. Stanley Thornes Publishers. 1995.
McCurrach, Ian and Barbara Dinley. Special Talents, Special Needs: Drama for People
With Learning Disabilities. Jessica Kingsley Publishers. 1999
Peter, Melanie. Making Drama Special. David Fulton Publishing. 1995.
Drama Techniques
Boal, A. Theatre of the Oppressed. London: Pluto Press, 1979.
Games for Actors and Non-Actors. London: Routledge, 1992.
Bolton, G. Understanding classroom acting. Stoke on Trent: Trentham, 1998.
Bolton, G. New Perspectives on Classroom Drama. England: Simon and Schuster,
1992.
Booth, D. Stories to Read Aloud. Toronto: Pembroke, 1992.
Storydrama: Reading, writing and role-playing across the curriculum. Toronto:
Pembroke, 1994.
Fleming, M. The Art of Drama Teaching. London: David Fulton, 1997.
Teaching Drama in Primary and Secondary Schools: An integrated Approach.
London: David Fulton Publishers, 2001.
Grady, S. Drama and Diversity. Portsmouth, NH: Heinemann, 2000.
Syllabus: Drama with Special Populations
Heathcote, D. & Bolton, G. Drama for Learning. Portsmouth, NH: Heinemann, 1995.
Johnson, K. Impro: Improvisation and the Theatre. London: Methuen, 1981.
Lazarus, J. Signs of Change: New Directions in Secondary Theatre Education.
Portsmouth, NH: Heinemann, 2004.
Manley, A. & O'Neill, C. (eds). Dreamseekers. Portsmouth, NH: Heinemann, 1997.
Nelson, L. & Finneran, L. Drama and the Adolescent Journey. Portsmouth, NH:
Heinemann, 2006.
O'Neill, C. & Lambert, A. Drama Structures. London: Hutchinson, 1982.
O’Neill, C. Drama Worlds. Portsmouth, NH: Heinemann, 1995.
O'Toole, J. The Process of Drama. England: Routledge, 1992.
Spolin, V. Improvisation for the Theater (3rd edition). Evanston: Northwestern University
Press, 1999.
Taylor, P. The Drama Classroom: Action, Reflection, Transformation. New York:
Routledge/Falmer, 2000.
Redcoats and Patriots: Reflective Practice in Drama and Social Studies.
Portsmouth, NH: Heinemann, 1998.
Wagner, B. J. Dorothy Heathcote: Drama as a Learning Medium. Portsmouth, NH:
Heinemann, 1999.
Way, B. Development through Drama. England: Longman, 1967.
[Course outline subject to change]