THEATRE 665 - DRAMA THERAPY WITH SPECIAL POPULATIONS – Spring 2005
Date/Time: Tuesday-Thursday: 9:30-10:45 am
Location: Purple Masque Theatre, East Stadium
Professor: Sally D. Bailey, MFA, MSW, RDT/BCTemail:
Office: Nichols Hall – Room 243. Mail box in SCTD Office: 129 Nichols
Office Phone: 532-6780 FAX:532-3714Home phone: 537-2473 (in emergencies)
Office hours: Tues. 2:30-5;Wednesday 2:30-4:00; Thurs. 2:30-5 and by appointment (just ask!)
COURSE DESCRIPTION: Drama Therapy with Special Populations applies drama therapy theory and techniques to various special populations, such as clients who are developmentally disabled, physically disabled, behaviorally disordered, hospitalized, elderly, etc. Since all of these populations are stereotyped and stigmatized by our society, the course includes a “disability awareness” component to help students become aware of and address their own personal stereotypes/stigmas toward various groups with the goal of becoming more open, accepting, and available to all clients and co-workers. Another important component of this course is relating drama therapy methods to learning channel preferences and Howard Gardner’s Theory of Multiple Intelligences which allow drama therapists and educators to help clients access information and change through their strongest learning modalities and intelligence domains.
METHOD: After the first five weeks, each Tuesday the class will work with a combined group of developmentally disabled middle school students from Manhattan Public Schools and developmentally disabled adults from Big Lakes Developmental Center. KSU students will co-lead the group. Sessions should be structured on the theme with a warm-up, several games and activities, and a closure. More specifics on lesson plans will be dealt with in class a few weeks into the semester.
Each Thursday, we will process the previous Tuesday’s group and plan for the next week, discuss readings, listen to guest speakers, learn new games and activities, see videos, learn more about special populations and disability culture, and address the topics of stereotyping, stigmas, learning channel preferences, and Multiple Intelligences through drama therapy techniques. Students will be assigned to lead some of these sessions, providing them with practice in teaching concepts through drama.
The course is primarily experiential so it is crucial that students attend regularly and participate actively in activities and group discussions.
TEXT:
Bailey, Sally D. Wings To Fly: Bringing Theatre Arts to Students with Special Needs, Bethesda, MD: Woodbine House, 1993.
Articles, a copy of this Syllabus, and copies of instruction sheets can be found on:
MY APPROACH TO TEACHING THIS COURSE
I am a big believer in the Learning Pyramid which is based on research into how people retain the information presented to them. Some teaching methods are inherently more effective than others. The percentages below show how much people retain with each method:
THE LEARNING PYRAMID
Lecture – 5%
Reading –-- 10%
Audio-Visual ------20 %
Demonstration ------30%
Discussion Group ------50%
Practice by Doing------75%
Teach Others/Immediate Use ------80%
In other words:
I HEAR AND I FORGET
I SEE AND I REMEMBER
I DO AND I UNDERSTAND
Accordingly, I’ve structured this course so you do a lot of practice by doing, teaching others and immediate use; some discussion, demonstration and watching of videos, writing about your experiences to create meaning for yourself, followed by reading and there’s hardly any lecture.
I am trying to make you all active learners and thinkers, who construct meaning for yourselves, instead of asking you to be passive recipients of information.
As we go through the course, be aware of this structure and see if it rings true for you in terms of how much you learn and in terms of your approach (active vs passive, involved vs detached) to being a student.
COURSE REQUIREMENTS:
248 points – 24.8% – Regular Attendance and Active Class Participation
300 points – 30% – Journal/Notebook
100 points – 10% – Questions on Text and Quizzes
52 points – 5.2% -- Helping Evaluation
200 points – 20% – Planning and Leading Two Class Activities
(Drama Therapy students must lead Three Activities)
100 points – 10% – Reaction Paper on Stigma
1,000 points –100% – TOTAL
MOST OF THE WORK IN THIS CLASS INVOLVES EXPERIENCING
AND REFLECTING ON YOUR EXPERIENCES.
THEREFORE, YOU MUST BE PREPARED TO TAKE ACTION,
THEN TO THINK AND WRITE ABOUT IT IN DEPTH!
*********NOTE TO Students with Special Needs************
If you need accommodations for a cognitive or physical disability, PLEASE come and talk to me at the beginning of the semester. Your information will remain confidential. I am very good at making creative classroom accommodations, but I am not a mind reader – I will need your help!!
SPECIFICS ABOUT EACH COURSE REQUIREMENT:
24.8% – Regular Attendance and Active Class Participation
You can’t learn if you aren’t here and aren’t involved! There are 31 classes in the semester; each class is worth up to 8 points (if you don’t participate fully, you won’t get all 8 points). You are allowed up to three absences. Four or more absences will result in an automatic drop in letter grade. Your grade will drop one letter for each three additional absences. You can receive Extra Credit and make up an absence by going to an approved performance or lecture during the semester. An extra credit sheet will be passed out early in the semester.
30% – Journal/Notebook
SECTION 1. Each class period write about what happened in class (warm-ups, activities, discussions, etc.) in detail and your reactions (both academic and personal) to what happened.
SECTION 2. Write a reaction to each of the handouts/articles which you are assigned during the semester. Your reaction should be at least one paragraph long and address what you learned or how you felt about the information in the handout.
The Journal/Notebook will be turned in three times during the course of the semester: Thursday, Feb. 17; Thursday, March 31; and Friday, May 6. This will help you keep your journal current and provide you with on-going feedback during the semester on your written and in-class work. Each time you turn in your journal you will receive 0-100 points. Write about all class periods up through the previous class period (except those classes you were absent) and include reactions to all handouts/articles assigned during that time period.
SPECIFICS ABOUT COURSE REQUIREMENTS: JOURNAL/QUIZZES
Format: Use a loose leaf notebook so that you can add in handouts. You may type or write, but I really prefer typing!
Your journal entries will serve as useful “field notes” when you write your Helping Evaluation and your Reaction Paper on Stigma. Exploring your feelings and writing down experiences now will pay off later!
Late journals will not be accepted without previous negotiation with professor. By the same token, life does throw us unexpected curve balls...if you are having a problem turning an assignment in on time, ASK FOR AN EXTENSION AHEAD OF TIME!
SEE HANDOUT “DETAIL ON JOURNALS” for more specifics and a grading rubric.
10% – Questions on Text and Quizzes on Chapters
Chapters from the text will be assigned in the first 2/3rds of the semester. The book is my “lecture” and we use class time to do experiential work based on it. The book contains important information that you need to know in order to work well with our guests and in order to know how to lead class! Answer the questions in your own words, not in the words from the text book. This gives you the chance to process and integrate the information in the book and helps you prepare for the quiz.
The day each chapter is due to be read, the questions are due. At the beginning of class you will turn in your questions and take a short quiz on the chapter. The purpose of the questions and quizzes are to make sure you are reading the book as we go and understanding the material. The questions and quiz grades will be returned to you in your first and second journal. There are 100 quiz questions.
In addition, the 3rd week of the semester, I will email each of you a quiz on this syllabus. This is an “open syllabus quiz” (you may look at your syllabus to find the answers). Email your answers back to me. There is no reason NOT to get 100% on this quiz!
CHAPTER QUESTIONS FROM WINGS TO FLY (in order of assignment):
Chapter 1: The Need for the Arts
1.) What are the five art modalities or major forms of the Arts?
2.) What are some of the uses of or reasons for the existence of the arts?
3.) How have the arts been part of your life? In your childhood? Now as a college student?
4.) How can participation in the arts increase job skills?
AND...
Chapter 2: The Arts and Disability
1.) What are the skills which drama helps to develop? How does it do this?
2.) Can you think of other skills not listed in the book?
Questions due/Quiz on Chapters 1 & 2: Tuesday, January 18
SPECIFICS ABOUT COURSE REQUIREMENTS: TEXT QUESTIONS/QUIZZES
1st part of Chapter 10: (pp. 279-290) Using Drama As A Teaching Tool In The Classroom
1.) What are the three sensory learning channels? Give some examples of how you could incorporate all three channels into an activity?
2.) Why does using all three sensory learning channels make you a more effective group leader?
Questions due – NO QUIZ Today: Thursday, January 20
Chapter 7: Lesson Plans and Activities that Work
1.) Why do you need to be able to adapt activities to students’ special needs?
2.) What are some ways of making an activity simpler or more complex?
3.) Why is closure important? How can you create a sense of closure in a group?
Questions due/Quiz on Chapter 7: Tuesday, January 25
Chapter 5: Getting Off To A Good Start
1.) What can you do as a Leader to help make the session successful?
2.) What can you do as an Assistant to make the session successful?
3.) What are the different techniques of behavior management and how are they used? When would you need to use them?
AND...
Chapter 6: Creative Drama and Improvisational Acting
1.) What is the structure of an effective lesson plan? What kind of variety/contrast should be included in activities in your lesson plan?
2.) Why is it important to tell a story to a group rather than to read it?
3.) What can you do to get a group’s attention and clearly explain an activity?
4.) What is side-coaching? How do you do it? Why is it important?
Questions due/Quiz on Chapters 5 and 6: Thursday, January 27
Chapter 3: Physical Disabilities
1.) Have you had personal experience with any of the physical disabilities discussed in the chapter (through your own experience or that of a friend or family member)? What have you learned about accessibility and accommodation issues through this exposure?
2.) What physical disabilities in the chapter have you NOT had personal experience with?
3.) What information was brand new and/or surprising to you?
Questions due/Quiz on Chapter 3: Tuesday, February 1
Chapter 4: Cognitive Disabilities
1.) Have you had personal experience with any of the cognitive disabilities in the chapter?
2.) What information was brand new and/or surprising to you?
3.) What does it mean to “see the person and not the disability?”
Questions due/Quiz on Chapter 4: Thursday, February 3
---BREAK IN QUIZZES---
SPECIFICS ABOUT COURSE REQUIREMENTS: QUESTIONS/ READING
Chapter 8: Puppetry
1.) What are some of the advantages of working with puppets?
2.) What could be drawbacks of working with puppets?
3.) What are the six major types of puppets (design style, not the material it’s made from)?
4.) How is the puppet stage illustrated in the book contructed?
Questions due/Quiz on Chapter 8: Thursday,March 10
Chapter 10: (pp. 223-278) Using Drama As A Teaching Tool In The Classroom
1.) How does Howard Gardner define intelligence?
2.) What are the 9Multiple Intelligences? (also see Article: “Multiple Intelligences 2000" in order to answer this question – the text lists only 7 Intelligences)
3.) Why is the development of Emotional Intelligence (Interpersonal and Intrapersonal Intelligences) important? (Think back to reasons for the arts in our lives in Chapter 1).
Questions due/Quiz on Chapter 10: Thursday,March 17
Chapter 9: Developing Original Scripts for Performance
1.) What are the advantages of creating an original play with a group?
2.) What is the structure of a well-written play?
3.) What are some good ways to help actors with line memorization? (Also see pages 336-338 in Chapter 11 for additional ideas).
AND...
Chapter 11: Mainstreaming
1.) After reading this chapter, what do you think the positive aspects of mainstreaming are for students who have disabilities? For students who don’t have disabilities?
2.) What do you think the drawbacks of mainstreaming could be for students who have disabilities? For students who don’t have disabilities?
3.) When do you think mainstreaming would be inappropriate?
4.) How would being fully included into the community (school, work, recreation, church, etc.) enhance the mental health of a person who has physical, cognitive, and/or emotional disabilities? Questions due/Quiz on Chapter 9 & 11: Thursday, March 31
READING ASSIGNMENTS (date listed is the datethe material is to be read by):
Articles can be found on the website (see 1st page).Handouts will be given in class.
Tues., January 18 – Wings To Fly: Prologue, Introduction, Chapters 1 & 2 (pp. v-vx, 1-27).
BRING TO CLASS COMPLETED (also write in journal) – 3 goals for this semester.
Handouts given this day: Mirror Maze and Disability Survey.
Thurs., January 20 – Wings: Learning Channel Preference, (1st section of Chapter 10: pp. 279-290), Article: “The Ways We Learn.”
BRING TO CLASS COMPLETED: Mirror Maze and Disability Survey.
Tues., January 25 – Wings: Chapter 7 (pp. 155-192), Handout: “Swassing-Barbe Checklist.”
Thurs., January 27 – Wings: Chapter 5 & 6 (pp. 89-153). Article: “Eliciting a Dramatic Story.”
Tues., February 1 – Wings: Chapter 3 (pp.29-54)
SPECIFICS ABOUT COURSE REQUIREMTS: READING/HELPING EVAL/ LEADING
Thurs., February 3– Wings: Chapter 4 (pp. 55-88), Article: “Helpful Hints for Working with
Disabilities.” Handout: Format for Lesson Plans (don’t “react” to this, just use it!).
Thurs., February 10 – Article: “What if…”Handouts: Language/Terminology, How Creative
Drama Helps ADHD, Helping Evaluation Assignment (don’t “react” to this, just do it!).
Thurs., February 17 – Articles: “Disability Solutions,” “Using Role Play for Social Skills.”
FIRST JOURNAL DUE THURSDAY, FEBRUARY 17
INCLUDE REACTIONS TO ALL HANDOUTS/ARTICLES ABOVE AS NOTED.
Thurs., February 24 – Articles: “The Tornado Inside,” “Inside My Autism” “The Butterfly,”
“Recent Research on Cognitive Disabilities,” “It’s OK to be Different,” and “Living Under Circe’s Spell.”
Thursday, March 3: Articles: “Fred Pelka,” “Neither Ennobling nor Degrading,” “Stigma Excerpts,” “The Stereotype Trap,” and “Hellbent on Helping Excerpts.”
Thurs., March 10 – Wings: Chapter 8 (pp. 193-222), Handouts: Stigma Survey results, MI, & “Multiple Intelligence Inventory.”
Thurs., March 17 – Wings: Chapter 10 (pp. 290-319), Article: “Multiple Intelligences 2000"
BRING TO CLASS COMPLETED: “Multiple Intelligence Inventory”
SPRING BREAK
Thurs, March 31 – Wings: Chapters 9, 11 and Epilogue (pp. 223-278, pp.321-361).
SECOND JOURNAL DUE THURSDAY, MARCH 31
INCLUDE REACTIONS TO ALL HANDOUTS/ARTICLES ABOVE
Thurs, April 7 – Articles: “Emotional Intelligence,” “The Face,” and “Lesson One Self Control,”
Thurs., April 14 – Articles on Drama Therapy with Older Adults: “Health Extension,” “How the Body Ages,” “Leadership with Older Adults,” “Myths of Old Age,” and “Rose.”
Thurs., April 21 – Articles: “Overweight Stigma,” “Boy Plays Soccer,” “Part of the Problem,” and “Prenatal Tests Stir Host of Ethical Issues.”
Thurs., April 28– Articles on Drama Therapy in Hospital and Health Settings: “Arnold Palmer Hospital,” “Healthworks,” “Drama with Grieving,” and “Body/Mind Connection.”
FINAL JOURNAL DUE FRIDAY, MAY 6
INCLUDE REACTIONS TO ALL HANDOUTS/ARTICLES ABOVE
5.2% -- Helping Evaluation(52 points)turn in 2 copies
Write a short essay in response to the questions on the Helping Evaluation sheet (to be given out later in semester). Be prepared to discuss your feelings and idea in class. DUE: Thursday, February 24
20% – Leading two class sessions(100 points each)
You will have the opportunity to co-lead two* class sessions during the semester beginning in February. You will sign up for a Tuesday and a Thursday in one of the early semester classes. (*Drama Therapy majors must co-lead three sessions).
You will be given a format to follow for your lesson plan. Students leading on Tuesdays will create lesson plans for K-State students and community guests. Students leading Thursday sessions will present on specific drama therapy topics for K-State peers only. You will receive further instructions on what those sessions will cover.
SPECIFICS ABOUT COURSE REQUIREMENTS: LEADING/STIGMA PAPER
Your text has suggestions of activities (see Chapters 6, 7, & 8). I have many drama therapy, creative drama, improvisation, and game books which you can borrow. More material is available at Hale Library and Manhattan Public Library! Feel free to use your own creativity and ideas as well! Look on the internet! WHEN IN DOUBT –ASK FOR HELP!
•The Tuesday or Thursday one week beforeyou lead, your leadership group will turn in one copy of your group’s lesson plan. You will receive written feedback so you can revise your plan before your lesson day.
•One week afteryou lead, each of you individually will turn in your evaluation of the class you led.
•On days you lead, you do not need to make a journal entry – insert your revised lesson plan and evaluation in your journal after it is returned to you in that spot.
10% –Reaction Paper on Stigma (100 points)turn in 2 copies
During the semester we will examine how our society stigmatizes certain groups and how we buy into stigmatizing others and/or ourselves. Write a 6-8 page reaction paper that istyped, double-spaced, spell-checked, andproof-read carefully based on your experiences this semester, your life experiences outside of this class, and readings from the text and handouts. Turn in two copies – one for me to make comments on and return to you and one for me to keep (insurance against future plagiarists!). Please cover the following: