Student choice in the curriculum: an investigation into existing practices in theatre and drama

De Senna, Pedro ORCID logoORCID: (2014) Student choice in the curriculum: an investigation into existing practices in theatre and drama. Project Report. Higher Education Academy, York, UK. . [Monograph]

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One of the most common sources of debate in curriculum development and course design has always been the need to accommodate both breadth of experience and depth of knowledge in the syllabus. Within a framework where students are in contact with lecturers for a decreasing number of weekly hours the problem becomes even more pressing.

One of the ways in which curriculum designers have attempted to resolve this conundrum is through offering a measure of flexibility in course structures, allowing students to have some degree of choice and control over their studies. The question that arises, though, is: without abrogating our responsibility as educators, is it possible (or even desirable) to transfer at least some content choice to students?

This report documents a small-scale research project proposed to the Higher Education Authority by the author and undertaken between March and June 2013. The project aimed at mapping the provision of student choice in theatre and drama courses across the sector in the UK. It is aligned with the key HEA thematic area of students as partners, and has yielded findings relevant also for the areas of assessment and feedback and employability. Anecdotal evidence suggests that there are many institutions where students may choose optional modules, or dissertation and project-based units where the content is indeed determined by students’ interests; but what about content choices that are internal to specific taught modules?

Item Type: Monograph (Project Report)
Research Areas: A. > School of Media and Performing Arts > Performing Arts
Item ID: 16926
Notes on copyright: Access to full text restricted pending copyright check
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Depositing User: Pedro De Senna
Date Deposited: 10 Jun 2015 09:28
Last Modified: 08 Jun 2022 12:53

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