MEST4211 Theatre in society studies Course description

The study program focuses on how drama and theatre can be applied in various ways in society. The study program has a theoretical and practical component, and is centred around aesthetic exploration and facilitating of applied theatre in the cross field between context and target group. Students work with perspectives from drama pedagogy and primary school pedagogy, identity politics, processes of marginalisation and health, disability theatre, performance and theatricality. The study program has a research - and a life cycle perspective and is opened toward different working fields in society.

Ingen ut over opptakskrav.

Kunnskap

Studenten:

• har avansert kunnskap om drama/teater/anvendt teater sentrale teorier og kontemporære praksiser
• har inngående kunnskap om nyere dramapedagogikk, metoder fra dokumentarisk scenekunst, teater og helse, og ny dramaturgi
• har inngående kunnskap i hvordan metoder fra drama/teater/anvendt teater;kan brukes i;utvikling av lokalsamfunn og i samarbeid;med enkeltindivider
• har inngående kunnskap om identitetsbygging og performative maktperspektiver på sosiale og digitale plattformer
• Har avansert kunnskap om deltagelse, fasilitatorrollen og etiske problemstillinger knyttet til fagets praksis

;

Ferdigheter

Studenten:

• kan anvende praktiske og teoretiske refleksjoner som utgangspunkt for å analysere relevante drama/teaterfaglige problemstillinger knyttet til fagets plass i et mangfoldig samfunn
• kan være kritisk reflekterende til aktuelle sceniske praksiser og drøfte scenekunst i en samfunnsmessig kontekst
• kan analysere og forholde seg kritisk og redelig til ulike kilder og anvende disse til å strukturere og drøfte sentrale faglige problemstillinger

;

Generell kompetanse

Studenten:

• har evne til selvstendig refleksjon i spennet mellom drama/anvendt teater og aktuelle samfunnsutfordringer i et bærekraftperspektiv
• kan anvende sine kunnskaper og ferdigheter på innovative måter for å gjennomføre dramapedagogiske forløp, anvendte teaterprosjekter og formidlingsoppdrag i ulike deler av samfunnet

Undervisningen veksler mellom forelesninger i drama/teater/scenekunst av lærere ved studiet og gjesteforelesere. Studentene deltar aktivt i undervisningen og i gruppearbeid. Masterstudiet er basert på individuelle studier med deltagelse i grupper, workshops, forelesninger og seminarer. Det legges vekt på både teoretisk og praktisk arbeid som studieform.

Følgende arbeidskrav er obligatorisk og må være godkjent for å fremstille seg til eksamen:

• minst 80% tilstedeværelse på obligatorisk undervisning og seminarer
• en individuell, skriftlig oppgave innen det estetiske fagfeltet belyst gjennom vitenskapsteori, 2500-4000 ord.
• individuell presentasjon av arbeidskravet for medstudenter og lærere i FOU-seminar

The Bachelor Programme in Child Care and Welfare is a programme of professional study that qualifies students to use the title ‘child welfare officer’. The objective of the programme is to educate professionals who can identify needs and provide the right help at the right time to children, young people and families in vulnerable situations. Child welfare officers can work within many areas of child care and welfare, and possess special expertise for work in the municipal child welfare service and child welfare institutions. The programme also qualifies candidates for work related to children and young people’s mental health, preventive work and work in different educational and residential institutions.

Child welfare officers are trained to focus on children and young people’s life situations and rights. Their job is to help to create a safe and secure situation, inclusion, learning and mastery through understanding, empathy, recognition and knowledge. Child welfare officers contribute to ensuring that the child’s interests are safeguarded both in direct relations with those the child is in contact with and in cooperation with other agencies. Cooperation skills are therefore essential in the child welfare officer’s work.

The programme forms the basis for specialisation at further education level and/or master's degree level and on to PhD level. The bachelor's degree is awarded in accordance with the Regulations Relating to Studies and Examinations at OsloMet.

The programme description is approved for one academic year at a time.

People who meet the admission requirements, and who wish to work with children, young people and families requiring public assistance can apply to the programme.

Students need a Higher Education Entrance Qualification in order to qualify for admission to the Bachelor Programme in Child Care and Welfare.

Applicants who do not have the Higher Education Entrance Qualification can apply for admission on the basis of prior learning and work experience. At least five years of relevant work experience is then required, and the applicant must be 25 or over in the admission year, cf. the Guidelines for admission on the basis of prior learning and work experience at OsloMet.

Transcript of police records

Students must present a transcript of police records on admission to the programme. The transcript is handed in at the beginning of the programme. See also the Regulations concerning Admission to Higher Education, Sections 6-1 and 6-2.

Through the programme, the candidate will develop broad expertise that builds on contributions from several relevant disciplines in the social sciences, humanities and natural sciences. The programme’s learning outcomes correspond with the learning outcomes specified in the Regulations on national guidelines for the education of child welfare officers, adopted by the Ministry of Education and Research on 15 March 2019. The Regulations describe the purpose of the programme, competence areas, learning outcomes and the structure of the programme’s practical training component (https://www.regjeringen.no/contentassets/5af90a9044c74d568d7de5c1d7f554eb/forskrift-om-nasjonal-retningslinje-for-barnevernspedagogutdanning.pdf).

The learning outcomes are grouped under the categories knowledge, skills and general competence, and are related to four overarching competence areas:

· Child care and welfare expertise

· Upbringing and family life

· Professional role, ethics and cooperation in the child’s best interests

· Innovation, critical thinking and evidence-based practice

Knowledge

The candidate

· has broad knowledge of the social mandate of the child welfare services, partners, the division of responsibility and tasks in the social welfare administration and multidisciplinary knowledge about fundamental child care and welfare topics, issues and processes

· has broad knowledge of applicable Norwegian and international law of relevance to child care and welfare and relevant legal methods

· has broad knowledge of children’s upbringing, childhood, socialisation, learning, formative education and development, and family and network cooperation, with particular understanding of children, young people and families in vulnerable life situations

· has broad knowledge of assessing and understanding what is in the child’s best interests, and children and families’ rights, including the rights of Sami children to practise their own language and culture

· has broad knowledge of neglect, abuse and violence including potential causes, characteristics and consequences

· has knowledge of different educational methods and measures in social therapy and other child care and welfare work

· has broad knowledge of communication, conflict management and interdisciplinary, inter-agency and interprofessional cooperation in a diverse society

· has knowledge of professional ethics, ethical values, dilemmas and issues in the area of child care and welfare and of inclusion, non-discrimination and equality

· has knowledge of relevant debates, research and development work and innovation processes

Skills

The candidate

· can apply relevant legislation, regulations, guidelines and knowledge from research, experience and from children, young people and parents as the basis for evidence-based practice in work with children, young people and families

· can apply relevant knowledge from children and young people as part of the basis of ensuring children and young people’s participation and co-determination

· masters preventive and health promoting work in arenas where children and young people spend time, and can apply multi-disciplinary knowledge to social therapy work

· can apply relevant measures that contribute to work inclusion of young people in disadvantaged situations, and reflect on power relations, professionalism and their own professional role when working with children and families

· can apply professional knowledge to communicate and cooperate expediently with children, young people and parents/guardians, and can talk to children about topics such as neglect, violence and abuse

· can apply professional knowledge of cultural diversity and demonstrate multicultural understanding and cultural sensitivity when providing services

· can use experience and knowledge to build relations, cooperate and communicate in a way that promotes inclusion, participation and co-determination

· can apply new academic knowledge in a methodological and scientific way for the purpose of professional development, quality improvement and service innovation

General competence

The candidate

· can use knowledge and experience to investigate, adapt, carry out, document, analyse, assess and evaluate child care and welfare work, and safeguard the child’s best interests and children and families’ rights in an ethical and responsible manner, both independently and when working with others

· has insight into their own preconceptions, attitudes and values and the importance of relational competence in child care and welfare work

· can use knowledge, skills and experience to demonstrate understanding, empathy and recognition when working with children, young people and families in vulnerable life situations

· has insight into and can handle ethical issues in the field of practice and their own service provision

· has insight into and can safeguard children, young people and families’ rights and help to ensure equitable services in a diverse society