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The tutors are academically inspirational and have been supportive throughout my degree.

Why Drama Is Different

The study of Drama at Sussex will help you to develop the intellectual and practical skills to learn independently, to write expressively, and to communicate what you have learnt to others. You will develop these through various methods of teaching small-group seminars and practical workshops and types of assessment including coursework, portfolios, independent research projects and collaborative devising processes.

Drama is a serious subject

You will develop skills in writing, research, critical analysis and debate that pertain to all robust Humanities degrees. In addition, Drama develops your ability to generate creative ideas and work effectively in groups. The knowledge you gain is transferable to a wide range of professional contexts. As a result, our students enter different career pathways in the theatre industry such as acting, directing and producing , teaching, the media film and TV , law and journalism as well as continuing on to further study or professional training.

My time at Sussex changed this so that I became more interested in directing and developing the interest in writing that I have always had. I also write various articles for online publications related to theatre and the arts as well as writing work for theatre and film. My desire to get experience and to work in the cultural sector has driven me to take up any opportunity available. Practical work takes place across a number of versatile venues including the ACCA, which contains multiple studios and a state -of-the-art seat theatre; the Creativity Zone, a unique, technology-rich creative space reconfigurable for practical and multi-media teaching and performance; and the Silverstone Studio which hosts workshops and smaller scale productions.

Festival and operates as a key venue during the annual Brighton Festival. Subject Pathway sessions are led not only by Mim but also by visiting practitioners and teachers from placement schools. Sessions are delivered using practical strategies; speakers model approaches to teaching, learning and classroom management within drama spaces. Sessions allow time for discussion and reflection amongst the trainees.

Opportunities are sought for preparation to be put into practice during Subject Pathway sessions. We consider how and why young people learn in, through and about drama and we examine strategies for developing these skills and competencies. We look to develop lifelong pupil pleasure in and appreciation of the arts as well as preparing students for the world and workplace in the 21st century. Visits usually include Stratford upon Avon and London.

In January and April some pathway sessions will be led by a subject tutor from the University of Bristol who will introduce the PGCE assignments on curriculum practice and curriculum research. However, it does not have its own programme of study. After the age of 14, schools no longer have to offer drama.

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They must offer a minimum of one art form out of drama, dance, arts and design or music. A drama GCSE is essential for developing the passion, skills and knowledge needed to become both producers and audiences for theatre. In his speech, Mr Roseby suggested that drama should be integrated across the curriculum and that pupils should dramatise the stories of famous scientists or historical incidents.

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Drama teachers should act more like creative directors within schools and stage performances across all subjects, he said. They would create formulas and ideas that would stimulate subjects by actioning stories — Alan Turing, for instance, or Marie Curie, or re-enacting the cabinet war rooms.

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