SDEA Essentials of Teaching and Learning Approaches (9th Intake)

SDEA's signature drama pedagogy certification course returns in 2023!  

This 49-hour certification course will provide you with fundamental pedagogical knowledge and skills to create meaningful and imaginative learning experiences for your students and participants with drama, and widen the possibilities and opportunities for work in Singapore. 

This course is recognised by the National Arts Council and will certify participants in fulfilling the pedagogy criterion for NAC-Arts Education Experience Programmes (NAC-AEP). 

NAC-AEP instructors will be eligible for a 50% subsidy.

About ETLA09

Course Objectives:

• Develop greater awareness of the role and impact of a drama educator in the Singapore context
• Understand the creative potential of drama-based pedagogies that aim to foster students’ curiosity, empathy and criticality
• Understand key components of lesson planning and acquire skills in planning developmentally appropriate drama lessons for target groups
• Manage resources and the physical environment as part of classroom management
• Understanding of physical, psychological and emotional safety and well-being in the classroom
• Develop skills and strategies to guide students in unpacking arts and cultural experiences while encouraging critical thinking and dialogue

Minimum Requirement:

• Professional Qualification (minimum of a diploma in a relevant art form, and/or industry experience)
• Some Teaching Experience

Suitable For:

• Fresh Graduates from Tertiary Drama Programmes
• Drama/Theatre-based Artists
• Drama Educators Without Pedagogy Training (e.g. Drama CCA Instructors, Drama Enrichment Instructors)
• School Teachers 

Module Synopses:

Drama Education in the Singapore Context (DESC)

Facilitator: Asha Nathan

This module provides an overview of the development, perspectives and precision of drama education in the Singapore context.

This module also aims to help learners discover their own professional standing as a drama educator and equip them with skills to engage in reflective practice. Upon completion of this module, learners will develop a greater awareness of their roles and responsibilities and how they can contribute as a professional drama educator in the Singapore context.

Drama Pedagogies: Facilitated, Embodied, Critical and Active Learning (DPED)

Facilitator: Dr. Noorlinah Mohamed

This module explores the different pedagogies in drama education. Using lesson plans as case studies, learners will unpack and experience the different pedagogies and identify fundamentals that are unique to drama education. One of the key fundamentals grounding the process is facilitated learning that engages students in critically reviewing their world through embodied and active learning.

​Upon completion of the module, learners will be able to consider the creative potential of a range of drama-based pedagogies that aim to foster student’s curiosity, empathy and criticality.

The Reflective Practitioner (TRP)

Facilitator: Dr. Noorlinah Mohamed

This module introduces learners to the importance of being a reflective practitioner. Reflective practice is an approach that enables learners to understand how they can use the knowledge and skills gained during the course and/or other learning contexts in practical work situations and how they combine action and learning in a more effective way. Through greater awareness and reflection, learners will be able to identify and articulate the knowledge that is embedded in the experience of their work so that they can constantly improve their teaching and learning practices. ​

​Upon completion of the module, learners will develop better awareness and understanding of the importance of engaging in reflective practice and critically analyse own practices to gain a better understanding of quality teaching for safe and positive learning environments.

Developing and Delivering Meaningful Drama Sessions: Effective Engagement & Thoughtful Planning (EETP)

Facilitator: Jeffrey Tan

This module introduces learners to the rigours of lesson planning and the importance of:

• Developing developmentally and culturally appropriate drama activities for students
• Considering effective and affective engagement strategies during lesson

Upon completion of the module, learners will gain a better understanding of the key components of lesson planning and acquire some skills in planning developmentally appropriate drama lesson for students from 4 to 16 years of age.

Learning Environments and Classroom Management: Design & Strategies (LECM)

Facilitator: -

This module introduces the learners to the importance of a stimulating, engaging and well organised learning environment and how it affects student behaviour and learning. It examines how a variety of choices of materials and approaches stimulates students’ thinking and facilitates their learning.

Upon completion of the module, learners will acquire basic skills and knowledge on how to create, organise and select appropriate resources and materials to facilitate learning in the drama classroom. Learners will also gain some strategies to manage the physical environment as part of classroom management.

Evaluation in the Drama Classroom (EDC)
Facilitator: Asha Nathan

This module introduces the learners to the importance of evaluation in helping educators make informed decisions about students’ learning and instruction.

Upon completion of the module, learners will acquire basic skills and knowledge in strategies for authentic evaluation of student’s learning and key considerations in the evaluation of activities implemented in a drama classroom.

Assessment of a Drama Session (ADS)
Facilitator: Asha Nathan

The module introduces the learners to the different forms of assessment and rubrics. It is especially essential as it will equip Drama Educators with the ability to determine the assessment mode based on the programme they will be teaching. This will ensure that the assessment is carried out in a safe and accurate manner.

Upon completion of the module, learners will gain a better understanding of the different forms of assessments that are currently established. Learners will also be better equipped to assess students using rubrics as a scoring tool.

From Principles to Practice - Microteaching Presentations (FPTP)

Facilitator: Jeffrey Tan 

Participants will present a 15-min presentation (micro-teaching) based on a section of the submitted lesson plan.

Participants will have to demonstrate the following:

• Content designed for relevant age and topic 
• Implementation of clear and logical sequence 
• Gradual development of skills plan 
• Appropriate and effective use of materials and resources 
• Application of effective engagement strategies 
• Application of classroom management strategies

Facilitating Post-Show Dialogues and Unpacking Arts & Cultural Experiences (FPD)
Facilitator: Kenneth Kwok

The module will equip learners with strategies in facilitating post-show dialogues with students. The module will also guide learners in the unpacking of arts and cultural experiences for students while encouraging critical thinking and dialogue.

Participants will be attending a theatre performance as part of the module.

Reflection: Oral Presentation (ROP)

Facilitator: Dr. Noorlinah Mohamed

Participants will present their reflections at the end of the whole course.​

Course Schedule: