KTB132 Drama Facilitation and Creative Community Engagement

Unit Outline: Semester 2 2027, Kelvin Grove, Internal

Overview

This unit equips you with the skills to design and deliver applied theatre experiences that foster social inclusion, wellbeing, education and/or community engagement. Drawing on community-art and arts-health methodologies as well as applied drama practices – such as epic theatre, process drama and/or Boalean theatre systems – and facilitation theory, you will learn to create responsive workshops tailored to diverse populations. The curriculum integrates leadership, directing practices and collaboration, with flexible delivery models negotiable within the frameworks provided through the interrogation and assessment of industry-aligned resource materials. You will engage with real-world briefs from community organisations, developing portfolios that reflect ethical engagement and creative strategy. The unit positions community theatre as a vital, realistic and respected career pathway.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Design and facilitate theatre experiences that respond ethically and creatively to diverse community contexts.
2. Document and communicate applied theatre processes using professional formats and disciplinary language.
3. Apply foundational knowledge of applied drama methodologies, collaboration and/or facilitation theory to the development of inclusive workshop strategies.
4. Reflect on leadership, collaboration, and ethical engagement in community-based performance-making.

Content

Learning Approaches

The unit uses lectures, tutorials, and workshops in a modulated sequence to move learning from theory to practice. Lectures establish foundational concepts, tutorials deepen understanding through discussion and application, and workshops provide hands-on opportunities to translate ideas into creative outcomes. This progression ensures an integrated learning experience that builds knowledge and skills effectively.

In this unit, you will learn by engaging in the following:

Lectures and tutorials connecting facilitation theory to arts‑health, education and community engagement contexts.

Facilitation workshopping to practice form and style skills, and reflective debriefing.

Real‑world briefs from community organisations (or simulated briefs) to co‑design responsive workshop plans and artefacts.

Ethical engagement protocols including consent, safeguarding, cultural capability and First Peoples First; the unit refers to Australia Council and other best-practice, industry protocols where appropriate.

Planning and templates to scaffold session design, risk awareness and evaluation strategies.

Reflective supervision and peer observation to build feedback skills, leadership presence and inclusive communication.

Expectations: Prepare set readings, plan and source templating structures, rehearse facilitation sequences, and maintain respectful conduct in all practice settings.

Feedback on Learning and Assessment

Throughout the unit, teaching staff will provide feedback to you which will inform all assessments items. Feedback in this unit is provided to you through comments on summative assessment work in addition to criteria sheets, as well as by peers through the collaborative process and self-reflection through engagement with collaborative and self-reflexive engagement. 

Assessment

Overview

This unit uses a practice-based assessment sequence that develops your ability to design, lead, and critically reflect on applied drama experiences for community contexts. A1 introduces practical facilitation and collaboration skills by requiring you to design and deliver a workshop in response to a real-world community brief. This task builds your capacity for creative problem-solving, adaptability, and ethical engagement. A2 extends this work by documenting your process through concept development, leadership reflection, and evidence of ethical community engagement practices. This assessment encourages you to integrate theory with practice and articulate your facilitation strategies in professional formats. A3 evaluates your preparation, collaboration, and communication throughout the unit, as well as your ability to work respectfully and inclusively in diverse learning environments. Together, these assessments scaffold your ability to apply applied drama methodologies and skills of collaboration in authentic contexts, preparing you for leadership roles in community and participatory arts.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Demonstration

Design and facilitate a workshop responding to a real-world community brief.

The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.

The late submission period does not apply and no assignment extensions are available.

Assessment: Portfolio

Compile a portfolio including concept development, leadership reflection, and ethical community engagement practices. AI use optional.

The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.

This assignment is eligible for the 48-hour late submission period and assignment extensions.

Assessment: Participation and Critical Reflection

Demonstrate critical reflection. preparation, contribution, collaboration, communication and respect for others in the learning environment.

The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.

The late submission period does not apply and no assignment extensions are available.

Academic Integrity

Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.

The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.

You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.

Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.

Requirements to Study

Requirements

All students are requested to visit and review the Health and Safety information on the HiQ web pages (CIESJ Tier 1 HSE requirement) 

For some students, this unit also may also require a Tier 2 CIESJ Health and Safety Induction which is provided by the technician on site in the theatre, workshop or studio. 

Resources

Risk Assessment Statement

For risks associated with using campus buildings or QUT facilities, refer to the HiQ Health and Safety information. For CIESJ Tiers 2 and 3 Health and Safety requirements, you will be instructed on safe procedures and the required safety gear for all studio and workshop processes that are demonstrated

As all performance-makers understand, creating a performance potentially carries with it certain physical and/or emotional risks, both in the rehearsal room and in the theatre. Indeed taking risks is an integral component of the art form’s processes. Some rehearsal warm ups and exercises, and some performance events may include physically or emotionally strenuous activities. Managing this risk to ensure working conditions are safe, is always a high priority in the production process. It is therefore extremely important that if you are aware of personal physical or emotional vulnerabilities that make you feel unsafe or at risk in any way, you should immediately inform your tutor or director or stage manager, so that your situation can be evaluated and appropriate rectifying action can be taken.

Theatres and other performance spaces are also potentially dangerous places, particularly backstage during performances when low light conditions prevail. You will be warned by the stage manager, the production manager or the director of any specific risks that you will need to be aware of, when your project team first moves into the theatre. Whenever moving into a new performance space, you should always conduct your own risk assessment, and notify your team or director of any hazards you have personally identified.

Every effort is made by Drama staff at QUT to ensure that you work in a safe environment. Conversely you are absolutely expected to follow all safety rules, procedures and directions, and to ensure that you do not put at risk the safety of others, or yourself, or of the highest artistic fulfilment of the project in any way. 

Course Learning Outcomes

CA01 Bachelor of Creative Arts

1. Cite and discuss a broad and coherent knowledge of historical and contemporary cultural contexts for creative practice, including the contribution of Aboriginal and Torres Strait Islander knowledges.
   Relates to: Demonstration
2. Identify and demonstrate knowledge of the techniques and concepts underpinning your field of creative practice.
   Relates to: Portfolio
3. Demonstrate complex problem solving through iterative experimentation and the creative and critical development of ideas and outcomes.
   Relates to: Demonstration, Portfolio
4. Communicate independent learning clearly and coherently in diverse modes relevant to your field of creative practice.
   Relates to: Portfolio
5. Work productively as a leader and collaborator in disciplinary and interdisciplinary practices.
   Relates to: Portfolio
6. Formulate and apply an independent perspective through contextual research, reflection, and by acting on the informed critique of others.
   Relates to: Portfolio
7. Demonstrate respect for cultural and social differences, sustainability, and work with integrity across all practice and professional settings.
   Relates to: Demonstration, Portfolio
8. Operate with initiative, ethical judgement and professionalism, both alone and in groups.
   Relates to: Portfolio