MA Theatre for Community and Education

Subject to Validation by University of East Anglia

MA Theatre for Community and Education
Subject to Validation by University of East Anglia

Two years (part-time)

Entry from May 2019.

Mountview’s MA in Theatre for Community and Education is an ensemble-based programme for students interested in using theatre to address social, political and educational issues in a wide range of settings.

The course is aimed at practitioners currently working in youth or community theatre, music or the creative arts or at actors and performers looking to develop and diversify their career. It is designed to allow practitioners work alongside their training.

In a society where access to the arts is at risk of being marginalized this course develops a new generation of practitioners who lead the way in breaking down barriers to culture and widen participation in the arts.

Working in a maximum cohort of 12 students you will investigate national and international, historical and established methods and theories, as well as new and emerging best practice in the field of applied theatre arts.

Learning will be both theoretical and practice-based, encouraging participation, provocation and academic reflection. Six terms will cover business and management systems, procedures and protocols, education and theatre theory and applied theatre and cultural participation.


This course will run subject to approval by UEA. This means the course is currently going through UEA’s process to confirm the course will lead to a UEA award.  Course approval will take place in May 2018 and be confirmed  by July 2018.

Course Content

Teaching will take place on Mondays allowing students to work during the rest of the week. There will also be one long study weekend each term.

Assessment is comprised of a range of modes including essays, research talk, funding application, education pack, research presentation, portfolio of case studies, performance and dissertation.

Entry from Easter 2019.

Summer term May – July
Autumn term
September – December
Spring term 
January – April   

Applied Theatre Practice and Contexts

  • Practices:
    Theatre training and theatre-making applied
    Students will critically engage with practiced conventions of theatre training and theatre-making, including: Ensemble Development, Devised and Collaborative Theatre-making, Playback Theatre, Forum Theatre, Verbatim Theatre, Still Image/Role Play, Community Storytelling, Physical Theatres, Bodywork, and Movement training. Throughout this practical and intellectual activity, students will learn to question and identify the “applied” nature and potential of such activity, including those that might present difficulties and dilemmas.
  • Pedagogies:
    Theory and Practice
    Students will explore the contemporary contexts in which the practices of theatre and theatre-making are applied, and learn to identify areas where it may be applied effectively including education, rehabilitation, crisis and professional development.

 

The Theory and Practice of Learning Through Theatre and Culture

Context and critique:

  • Theatre in Education
    Students will study ideas and concepts that make up the field of Theatre in Education (TIE). By also studying the socio-political landscape from which TIE emerged, students will develop a broad understanding of theatre in educational contexts. Included in this study will be the role of actor as teacher, and the conceptual, theoretical, and practical differences between theatre in/as/for education.
  • Models of Education:
    Students will study broad and diverse theories of education and learning, and examine the contested roles of teacher, facilitator and leader within educational settings and practices. Part of this investigation will question the educational role of theatre in and beyond the national curriculum.

Practice and Application: 

  • Workshop Skills
    Students will participate in practical workshops, developing an intellectual understanding of the role of teacher/facilitator/leader learning to apply appropriate practices to specific groups.
  • Education Resources
    Students will explore various educational resources across the theatre education sector. Through research, students will identify the theoretical, practical, and creative process behind developing educational content that accompanies and enhances educational experiences.

Business and Management

Administration & compliance:

  • Organisation and operations
    This component will explore administrative and legislative practice within cultural organisations. Students will learn specifics of corporate law, governance, and social responsibility. Relevant elements of safeguarding, Health & Safety, and strategic leadership will be explored and researched in order to facilitate various artistic works and projects in community and education areas.
  • Marketing and Communications
    Students will gain a broad understanding of marketing and communication strategies. Case studies will be examined to discover differing models with specific focus on cases that realised significant movement in cultural engagement and/or participation.
  • Funding and Planning
    Funding landscapes will be considered philosophically and politically with a view to informing practical and critical engagement. Relevant funding streams will be sourced and researched, culminating in written funding submissions and applications.Students will develop a practical understanding of project/activity budgeting and the knowledge of how to prepare and present a project/business plan. Focus will also be given to the role of the freelance practitioner, the issues specific to them, and their contribution to shaping the future funding landscape.Students will learn how to evaluate projects and report outcomes.

Policies and Agendas

Diversity and inclusion: 

  • Failure and Development
    This component will examine ‘cultural development strategies’ and the effects they have on various areas of theatre and culture including Engagement, Participation, and Access, Regeneration & Cohesion, Activism & Change, and Collaboration & Partnerships. Questions addressing specific concerns of diversity and inclusion will be addressed, driven by educational examples. More broadly, students will engage critically with the difficulties and dilemmas of terms, policies, and practices that are continuously contested and ask difficult questions of when art fails.

Local and Global Perspectives:

  • Culture and cultures
    The local and global component will consider theatre for community and education from a local, national, and global perspective developing a significant resource in the production of a portfolio of case studies. Students will research and identify compelling work at all levels. In this way, students will learn of culture within cultures and address the complexities of various levels of cultural relativism.

Contemporary Arenas and Praxes of Applied Theatre

Contemporary Arenas

  • Sites and situations
    Students will explore the contemporary contexts in which the practices of theatre and theatre-making are applied, and learn to identify areas where it may be applied effectively. These may include areas of Education, Rehabilitation, Crisis, Health and Wellbeing, Corporate and Professional Development. 

    Using specific organisations and activities as case studies, including: Sojourn Theatre, Good Chance Theatre, Cardboard Citizens, Clean Break Theatre, Contact Theatre, The Royal Court, Young Vic, amongst others, students will develop an awareness of the breadth and depth of the work, ideas, and issues active in the field.

Contemporary Praxes

  • Participation Groups
    Students will examine various shapes of participation including Elders, Youth, and Intergenerational, those that might be recognised as ‘socially excluded’, ‘vulnerable’, or ‘at risk’, and examine the various educative, transformative, therapeutic, rehabilitative possibilities and difficulties of applied theatre practice for these groups. 

    Using specific organisations and activity as case studies, including: Sojourn Theatre, Good Chance Theatre, Cardboard Citizens, Clean Break Theatre, Contact Theatre, The Royal Court, Young Vic, amongst others, students will develop an awareness of the breadth and depth of the work, ideas, and issues active in the field.

Creative and Cultural Learning

Creative Learning

  • Design Thinking
    Design thinking is regarded as a 21st century approach to problem solving. It follows specific methodologies to arrive at creative solutions to diverse challenges. Students will explore this process, learning how to apply it to their practice, but also learn how they might facilitate this creative mode of activity for various participation groups.
  • Microlearning
    This emergent learning strategy is variously applied through digital media. Students will be introduced to its overarching principles and conceive of how they might implement such a strategy towards a specific outcome.

Cultural Learning

  • Heritage and Home
    By exploring various sites of heritage: museums, libraries, archives, archaeological sites and historic houses, students will learn ways in which individuals and organisations develop an individual’s understanding of themselves in relation to the world.
  • Pedagogy of the Drum
    Students will explore the “Pedagogy of the drum”. The use of music, rhythm, and resonance to act as mediators between youngsters from favelas and policemen in Brazil

Dissertation

Dissertation: Students will define an area of interest that will lead them to creating a viable practice-based or written dissertation.

Fees

  • UK/EU Students
  • £10,150
  • Application Fee
  • Free
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Fees are subject to annual review. One term’s notice will be given of any increases. There will be additional costs for cultural trips – allow around £100.

Mountview works with all students to discuss funding options.

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Entry requirements

Admission onto the course is by interview. Applicants must be aged 21 years or over at the start of the course. Students who do not hold an undergraduate degree will need to undertake an access assignment to establish suitability for undertaking the MA.

If an applicant’s first language is not English, and they have not been taught in English or studied to A Level standard in the UK, they will need to demonstrate an acceptable minimum level of competence through the International English Language Testing System (IELTS) (Band 6.5).

Mountview welcomes applications from people with disabilities and is keen to support all applicants to achieve their best. If applicants have any special requirements or access needs, these should be discussed with the course leader/administrator.

Mountview is committed to a comprehensive policy of equal opportunities for students in which individuals are selected and treated on the basis of their relevant merits and abilities. No applicant will receive less or more favourable treatment on grounds of sex, age, ethnic origin, disability, religion and marital/parental status or any comparable grounds.

Interview information

Candidates are invited to Mountview for an interview with the Head of Programme at which they discuss their previous experience, interests and influences. Applicants.There is no application fee.

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2018 Prospectus