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Vision Mission

College Goals

Program Outcomes

Disciplinal Knowledge: Apply evidence-based practices derived from the social sciences and humanities in teaching and learning

Pedagogical Practices: Apply multidisciplinary knowledge and skills in culture, arts and design in the teaching-learning practice anchored on the meanings of values of human
creativity in changing life-worlds

Competency and Proficiency in the Creative Expressions: Demonstrate competence in the planning and development of market and non-market oriented visual arts, music,
drama and dance productions in local, regional, and global settings

Professional Accountability and Responsibility: Practice professional and ethical standards for teachers as well as principles and guidelines governing arts production, research
and publication

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The Philosophical & Educational Foundations of Creative Drama 1

 Course Information
Course Name Principles and Practice: The Philosophical & Educational Course Code
Foundations of Creative Drama
Pre-requisite Subject None Course Credit 3 units
Course Requirement
Grading System

Course Description

This course grounds the student on the history and philosophy of drama, with introduction to Drama Creation, utilizing improvisational techniques to create character, dialogue,
scene and story, complemented with dramatic analysis and staging of simple scenes and plays from Philippine and World dramatic literature

Course Outcomes

Demonstrate an understanding on the historical, philosophical and educational foundations of creative drama (CO1)

Apply performance-making tools to create original drama/short performances employing improvisational techniques and theater devises (CO2)

Demonstrate competence in organizing drama productions that are relevant to society (CO3)

Show appreciation on the professional practice of drama in education (CO4)

Term end project: Mounting of a major performance

The Philosophical & Educational Foundations of Creative Drama 2

COURSE OUTLINE AND TIMEFRAME

Week Course Content / Subject Matter

Week 1 – 2 I. COURSE ORIENTATION
A. Discussion of Institutional Vision and Mission, and College and Departmental Goals and Objectives
B. Grading System
C. Course Requirements

II. THEATER AND SOCIETY

A. Locating Drama in Culture and Arts Education in the Philippines
B. Origins of Theater
Week 3 - 5 C. Theater Culture and Traditions
i. Theatre in the West
ii. Theatre in the East
Week 6 - 9 III. ELEMENTS AND THEATRICAL STYLES
A. Elements of Theater
B. Realism
C. Theatricalism

Midterm Examination
Week 10 - 12 IV. DRAMA IN EDUCATION
A. Progressive Education (ex. John Dewey)
B. Creative Dramatics (ex. Winifred Ward)
C. Theatre of the Oppressed (ex. Augusto Boal)
Week 13 - 14 V. FOUNDATIONAL METHODS IN DRAMA PRODUCTION
A. Linear drama
B. Process-oriented drama
C. PETA’s Basic Integrated Theater Arts Workshop (BITAW)
Week 15 - 17 Rehearsals and Mounting of a major performance
Week 18 Performance and Post-Evaluation

The Philosophical & Educational Foundations of Creative Drama 3

Alignment of Course Outcomes with Summative Assessment Task

Course Outcomes Summative Assessment Task Details

Demonstrate an understanding Portfolio Students are required to compile all class outputs in portfolio for submission at the end of the semester.
on the historical, philosophical Portfolio can be in form of a scrap book or e-portfolio (digital portfolio). (Please refer to the suggested
and educational foundations of rubrics for assessment.)
creative drama (CO1) Prelim and Midterm
Examinations Students are required to take written prelim and midterm examinations to evaluate the students’
knowledge and understanding of concepts and principles of the philosophical and educational foundations
of creative drama.
Apply performance-making tools Role plays & group Students are required to create role plays and group performances to apply their understanding of drama
to create original drama/short performance concepts based on Philippine and non-Philippine plays. (Please refer to the suggested rubrics for
performances employing assessment.)
improvisational techniques and
theater devises (CO2) Classroom production The final task (classroom production) is the creation of short drama utilizing improvisational techniques
using Philippine scripts. (Please refer to the suggested rubrics for assessment.)
Demonstrate competence in Production creative process Students are required to write production creative process for their final classroom production. (Please
organizing drama productions refer to the suggested rubrics for assessment.)
that are relevant to society (CO3)
Show appreciation on the Reflective essays Students are required to write reflective essays about drama in education and their realizations of the
professional practice of drama in responsibilities of drama educators. (Please refer to the suggested rubrics for assessment.)
education (CO4)

The Philosophical & Educational Foundations of Creative Drama 4

 Time Intended Learning Outcomes (ILO) Content Suggested Teaching Learning Activities Suggested
Allotment Assessment
Week 1 Gain understanding on the nature of I. COURSE ORIENTATION Teacher-Managed: Question and answer
the course. A. Discussion of Institutional Vision and Provide VMGO and an overview of the
Mission, and College and Departmental subject Principles and Practice: The
Goals and Objectives Philosophical & Educational Foundations of
B. Grading System Creative Drama.
C. Course Requirement

II. THEATER AND SOCIETY

A. Locating Drama in Culture and Arts Education Teacher-Managed:
Define drama, theater, and in the Philippines Lecture and class discussion in locating Word map
performance using Mother Tongue, 1. Definition of Terms, Context and Practice drama in the Philippine context
Filipino and English in teaching and a) Drama Recitation
learning (CO1) b) Theater Student-Managed:
c) Performance Word mapping and word matching games
of the 3 terms using local terminologies
and English
Week 2 Identify the qualities, purpose and 2. Theatre as Entertainment and Art Teacher-Managed: Recitation
politics of art to safeguard and a) Qualities of art Lecture and interactive discussion on
integrate traditional culture and its b) Purpose of art qualities, purpose and politics of art Graphic organizer
various creative expressions as a c) Politics of art
dynamic part of the national cultural Student-Managed:
mainstream (CO1) Organizing concepts and themes into
diagrams, active participation in classroom
discussion

The Philosophical & Educational Foundations of Creative Drama 5

 Discuss the relationship of theater and 3. Social Functions of Theater Teacher-Managed: Quiz
society with positive use of ICT a) Theater and Religion Lecture and interactive discussion on the
( CO1) b) Theater and Socialization social functions of theater Recitation
c) Theater and Politics
d) Theater and Subversion Student-Managed: Group report
Collaborative learning using group
discussion, group reporting on assigned Reflective essays on
topics using Powerpoint presentation or social functions of
new media technology theater
Show awareness on the relevance and 4. Social Control of Theater Teacher-Managed: Recitation
influence of theater to society (CO1, A. Theater and the Threat to Morality Lecture and interactive discussion on the
CO4) B. Theater Regulation social control of theater Role play
C. Theater Censorship performance
Student-Managed:
Role playing on regulation and censorship
practices
Week 3 Discuss ritual and storytelling as origins B. Origins of Theater Teacher-Managed: Recitation
of theater across cultures (CO1) a) Ritual Lecture and interactive discussion on the
b) Storytelling origins of theater Group performance

Student-Managed:
Improvisation on ritual and storytelling
with character, dialogue and story
Week 4 Create short performances as creative C. Theater Cultures and Traditions Teacher-Managed: Recitation
outputs based on theater culture and a) Theatre in the West Lecture and interactive discussion on the
traditions of the West and the East (1.) Greek Drama theater cultures and traditions in the West, Group research
utilizing research-based knowledge (2.) Roman Drama video showing on Western theater presentation
(CO2) (3.) Medieval Drama traditions
(4.) Renaissance Drama Group performance
(5.) The Royal Theatre Student-Managed:
(6.) The Romantic Theatre Research and group reporting,
collaborative learning in making short
performances based on the assigned
Western theater traditions

The Philosophical & Educational Foundations of Creative Drama 6

Week 5 b) Theatre in the East Teacher-Managed: Recitation
(1.) Indian Sanskrit Drama Lecture and interactive discussion on the
(2.) Indian Kathakali theater cultures and traditions in the East, Group research
(3.) Japanese Noh video showing on Eastern theater presentation
(4.) Japanese Kabuki traditions
(5.) Chinese Xiqu Group performance
(6.) Indonesian Wayang Student-Managed:
(7.) Philippine komedya Research and group reporting,
collaborative learning in making short
performances based on the assigned
Eastern theater traditions
Week 6 Identify the elements of theater and III. ELEMENTS AND THEATRICAL STYLES Teacher-Managed: Recitation
theatrical styles using strategies for A. Elements of Theater Lecture and interactive discussion on the
developing critical and creative thinking 1. Script / Scenario elements of theater and theatrical styles, Group scores for
(CO1) 2. Product picture showing of various theater games
3. Process production to identify elements
4. Audience
Spectacle Student-Managed:
Theater games and exercises using the
elements of theater

The Philosophical & Educational Foundations of Creative Drama 7

Week 7 Create short original drama pieces B. Realism Teacher-Managed: Recitation
utilizing any of theatrical styles which 1. Introduction to Realism Lecture and interactive discussion on
differentiates realism from theatricalism 2. Constantin Stanislavsky and Realism in realism in theater, video showing of Quiz
(CO2) Theater realistic plays
Group performance
Student-Managed:
Outside classroom rehearsals, showcase of
short drama pieces
Week 8 3. Social Background of Realism Teacher-Managed: Recitation
a) European Realism: Ibsen, Lecture and interactive discussion on social
Strindberg, Chekhov background of realism in theater, video Quiz
b) American Realism: Hellman, Miller, showing of realistic plays
Williams Group performance
Student-Managed:
Outside classroom rehearsals, showcase of
short drama pieces
Week 9 C. Theatricalism Teacher-Managed: Recitation
1. Characteristics of Non-realistic Theatre Lecture and interactive discussion and
2. The Role of Dramaturg video showing of non-realistic plays Quiz
a) Expressionism
Student-Managed: Group performance
Outside classroom rehearsals, showcase of
short drama pieces
Week 10 b) The Theatre of the Absurd Teacher-Managed: Recitation
c) Avant-Garde Theater Lecture and interactive discussion and
video showing of non-realistic plays Quiz

Student-Managed: Group performance

Outside classroom rehearsals, showcase of
short drama pieces

The Philosophical & Educational Foundations of Creative Drama 8

Week 11 Describe the different drama practices IV. DRAMA IN EDUCATION Teacher-Managed: Group report
– 12 in education in relation to philosophy of A. Progressive Education Lecture and interactive discussion on
teaching (CO3, CO4) (ex. John Dewey) drama practices in education Reflective essays on
B. Creative Dramatics drama in education
(ex. Winifred Ward) Student-Managed:
Collaborative learning through group
reporting
Week 13 C. Theatre of the Oppressed Teacher-Managed: Group report
(ex. Augusto Boal) Lecture and interactive discussion on
drama practices in education Reflective essays on
drama in education
Student-Managed:
Collaborative learning through group
reporting
Week 14 Apply the different foundational V. FOUNDATIONAL METHODS IN DRAMA Teacher-Managed: Recitation
methods in drama considering the PRODUCTION Lecture and interactive discussion on the
relevance and responsiveness of A. Linear drama foundational methods of drama, guided Group performance
learning programs (CO1, CO2, CO3) 1. History and definitions and structured improvisations of improvisation
2. Core techniques for linear drama (Side pieces
Devise short performances using the coaching, Spotlighting, Storytelling) Student-Managed:
foundational methods in drama with Image-based activities (Tableaux, Collaborative learning through
consideration of the diversity of Pantomime, Improvisation, Starters and improvisation exercises
learners (CO2) building block activities)
Week 15 Illustrate the value of collaboration in B. Process-oriented drama Teacher-Managed: Recitation
the drama production process (CO2, 1. Heathcote’s Mantle of the Expert Lecture and interactive discussion on the
CO3) 2. Facilitation collaborative nature of drama, guided Group performance
exploration of the production process of improvisation
PETA’s Basic Integrated Theater Arts pieces
Workshop Student-Managed:
Collaborative learning through
improvisation exercises
Week 16 Design a classroom production using Rehearsals and mounting of a major performance Teacher-Managed: Reflection essay on
-17 Philippine dramatic literature Selection of script, coaching and mentoring the creative process
(CO2, CO3) during rehearsals

The Philosophical & Educational Foundations of Creative Drama 9

 Rehearsal
Student-Managed: performance
Preparation of production concept paper,
independent rehearsals, and final
presentation
Week 18 Produce a classroom production as final FINAL EXAMINATION
output of the course as a strategy for Classroom Production and Post-evaluation
developing critical and creative thinking
(CO1, CO2, CO3)

Suggested List of References

Readings and References

Arnold, S. (1998). The Creative Spirit An Introduction to Theatre. Mountain View, CA: Mayfield Publishing House
Boal, A. (2002). Games for Actors and Non-Actors. New York, USA: Routledge.
Brown, J.R. (1995). The Oxford Illustrated History of Theatre reissued 2001. Oxford, OX2 6DP: Oxford University Press
Cohen, R. (2000). Theatre Brief Version 5th edition. Mountain View, CA: Mayfield Publishing Company
Fernandez, S.P. (2010). Making theatre: The craft of the stage. Iligan City: IPAG-ARM
Schechner, Ri, (2013). Performance Studies: An Introduction. New York, NY: Routledge.
van de Water, M., McAvoy, M., & Hunt, K. (2015). Drama and Education Performance Methodologies for Teaching and Learning. New York, NY: Routledge
Wainscott, R. & Fletcher, K. (2004). Theatre Collaborative acts. Boston, MA: Pearson

Additional Readings
Bedore, B. (2004). 101 Improv games for children and adults. Alameda, California, USA: Hunter House Inc., Publishers.
Diamond, D. (2007). Theatre for Living: The Art and science of community-based dialogue. Victoria, Canada: Trafford Publishing.
Fernandez, S.P.. (2009). The Human Image in the Arts. Introduction to the Humanities. Iligan City: IPAG-ARM
Levy, G. (2005). 112 Acting Games. A comprehensive workbook of theater games for developing acting skills. Colorado, USA: Meriwether Publishing Ltd.
Perez, E. (2007). LIKHANDULA Improbisasyon sa Sining Pantanghalan. Manila: NCCA
PETA Theater Workshop Manual Series 1. BITAW (Basic Integrated Theater Arts Workshop). Manila: PETA

Online References
Augusto, Boal. Games for Actors and Non-Actors. http://clearwalksoft.com/art-photography/77303-games-for-actors-and-non-actors.html
History of Theater 1 from Ritual to Theater https://www.youtube.com/watch?v=w-9P_Xt0Yhs
History of Theater 2- Development of Classical Tragedy https://www.youtube.com/watch?v=dmBDfl9YJY4

The Philosophical & Educational Foundations of Creative Drama 10

An Introduction to Greek Theater https://www.youtube.com/watch?v=aSRLK7SogvE
Education through drama and theater/ Mohammed Awwad
https://www.youtube.com/watch?v=vOLhlQhFFKo&feature=share&fbclid=IwAR1S05rk_bcs3zYEDYO68L9bPD5wEmC4REIR2tYd9AnID2SvZRW02Wb9M_Y
Creative Drama as a Tool for Teaching Texts https://www.youtube.com/watch?v=81JI0vtcquk&feature=share&fbclid=IwAR3V3-Ce_FRki5WIcU-
XH77vuTcAC6WVuGTU66ZHd78z3uSCuTwlq_Oik8w
How Theater Education Can Save the World / Rachel Harry
https://www.youtube.com/watch?v=Vh2tNfTTbUU&feature=share&fbclid=IwAR2rlCLgEAiEEvtI33p1XVFwgFq8ARWX_Smf4skhr-mUs8uB6N1xDWf9jWg
Elizabethan Theater https://www.youtube.com/watch?v=z_cTCdkCAcc
History of English Medieval Theater https://www.youtube.com/watch?v=cfhFCH9ZEBA
Origin and History of Sanskrit https://www.youtube.com/watch?v=fqEA12oolxI

Suggested Course Requirements

1. Regular attendance to classes

2. Active participation to class activities
3. Completion and compilation (portfolio) of all class exercises, researches, assignments, projects and other group work activities
4. Passing grade in all quizzes and major examinations
5. Satisfactory performance in the final drama production

Suggested Grading System

Prelim / Midterm Grading Period Final Grading Period

40% --- Performance in role plays and group performances 50% --- Performance or Participation in a Classroom Production
30% --- Class standing (quizzes, group oral report, active class participation, attendance, 30% --- Portfolio of class outputs
reflective essays) 20% --- Class Standing (quizzes, group oral report, active class participation,
30% --- Written long exam attendance, reflective essays)

The Philosophical & Educational Foundations of Creative Drama 11

 Suggested Classroom Policies

All students who are enrolled in this course should conform to the following class policies:

A. Attendance
1. A student will be marked “late” if he / she enters the class 5 minutes after the indicated time. A student who comes to class 15 minutes after the scheduled time shall
be marked “absent”.
2. All students are responsible for fulfilling the essential requirements of course, including class attendance.
3. No one is allowed to attend a class unless officially enrolled.
4. Students who fail to attend classes for three (3) consecutive days, or absences of maximum total of six (6) class days without justifiable reasons will be dropped from
class.
5. Should a student miss a term exam, he/she should notify the instructor by writing satisfactory explanation of such absence. A special examination shall only be
administered when such absence is proven to be valid.
6. Students who are excused from classes to participate in university-approved events or competitions (whether in-campus or off-campus) must present a letter signed by
Director of Student Affairs and faculty adviser/coach.
7. Students who face emergencies, such as death or serious illness of family members, court appearances, hazardous weather or emergency situations beyond their
control should inform the instructor immediately to be excused from the class.
8. Students without notification of their absences will not be allowed to submit course requirements or assignments.

B. Use of Electronic Devices in the Classroom

Mobile phones and other electronic devices are only allowed inside the classroom for instructional purposes as permitted by the instructor. Students using these
gadgets for non-instructional purposed will be directed to put these devices away.

C. Class Participation and Behavior

1. Active class participation is measured through asking questions, presenting reactions, reflections or insights to the topics being discussed inside the class.
2. Any student who committed any form of academic dishonesty shall be given disciplinary action based on the Student Handbook.
3. If a student is disruptive, the instructor may ask the student to stop the disruptive behavior and warn the student that such can result in academic or disciplinary action.

Prepared by

FELIMON B. BLANCO, PhD (Jose Rizal Memorial State University, Dipolog City)
MA. ROSALIE A. ZERRUDO, MA (University of San Agustin, Iloilo City)
SHIRLEY N. MALOLES, EdD (Bicol University, Legazpi City)

The Philosophical & Educational Foundations of Creative Drama 12