This course is aimed at teachers and school staff from pre-school level to primary, secondary, vocational, adult and special needs education, staff of non-government organizations, government and policy makers and company staff as well as students and all those interested in use of drama to teach subject specific knowledge while developing their learners transversal skills by creating interactive learning environments within a fictional context. Participants are expected to have at least B1 level of English proficiency.


  • Defining theatre, drama and education. Understanding drama conventions and ways of structuring them to create meaning and engagement.
  • Promoting drama and theatre methods as tools for encouraging participation and bringing learning to life.
  • Improving the participants’ ability to use the language of theatre, the sound, the image and the movement.
  • Understanding how drama and theatre methods and techniques can be incorporated into lessons.
  • Understanding the potential drama and theatre methods have for providing context for learning subject specific knowledge and development of skills and attitudes as well as for contextualizing cross-curricular projects.
  • Facilitating experience that will motivate participants to provide similar experience to their learners.
  • Developing communication, collaboration, presentation, problem solving, negotiation, critical and creative thinking skills.
  • Improving the ability to use innovative and student-centered pedagogical approaches.
  • Boosting participants’ confidence in use of drama and theatre methods for teaching.
  • Enhancing understanding of the potential drama and theatre methods have in education and opportunities they provide.
  • Enhancing professional skills through acquisition of versatile drama conventions and ability to structure them in order to reach envisaged learning outcomes.
  • Providing and exercising creative ideas and practical resources for successful implementation of drama in education in different school settings (arts and crafts, science, language, citizenship, computer science, management, etc.) to be used with pupils as well as with staff.
  • Improving English fluency (official language of the course).
  • Enhancing intercultural cognition.
  • Sharing experiences of drama in education from different countries in order to help each of us to be more effective in our work.
  • Developing the online collaboration platform for preparation, dissemination and networking in order to develop future partnerships and projects.
  • Strengthening the European collaboration among people practicing drama in education in different contexts but unified by similar drama-pedagogical approaches.
  • Providing insights into different education systems.
Evaluation strategy:

 After registration participants will receive pre-course questionnaire which will be used by the trainer to learn about participants’ teaching backgrounds and to assess their exact needs. Before the beginning of the course a basic reading list will be suggested to participants to prepare for the training.

Participants will also be asked to publish a presentation about themselves, their professional context and their culture. The presentation will be available on the virtual collaboration platform. It will be used during the first meeting, but it will also be available online to the other participants so that they can have a preliminary knowledge of the group they are going to be part of.

Participants will receive information about the country they are going to visit in order to prepare them for their cultural experience.

Teaching/Learning approach:

Participants will be active protagonists since they will live an educational experience centred on the experimentation of their own ability. Objectives will be carried out through several activities (short lessons, experience comparisons, theatre exercises, improvisations, simulations, group works and discussions…) which will allow participants both to learn and to bring their experiences in this event; principle of teaching is based on “learning by doing approach” and on “mutual teaching”.

Target Group(s) :
  • Teachers & school staff: pre-school level; Teachers & school staff: primary level; Teachers & school staff: secondary level
Assessment Methods:

After the course participants will be asked to share what they have learned with the rest of the staff in their schools. Since they will all join the virtual collaboration platform they will be able to further discuss and deepen the understanding of the themes of this course and therefore keep on learning. Moreover, they will be encouraged to share materials showing how they are using what they have learned in their everyday work in terms of ideas, photos, videos, lesson plans, assessment and self-assessment forms, etc. creating an open educational resource available to everyone else from the group.

Thanks to the virtual collaboration platform they will all be networked which will provide greater opportunities to develop future partnerships and projects. Further books and articles to deepen the topic and contacts with some other practitioners all over Europe and in the world will be suggested by the trainer. The methods shared and explored and the bibliography given will allow the participants to complete and improve their educational path.

Competences: Communication, Networking, Creativity, Ctitical thinking
Subject: Non-formal adult training, Change management and strategy of working with self-directive teams, Human resource management, Professional development
Competence Oriented Approach:

This course is aimed at all those interested in use of drama to teach subject specific knowledge while developing their learners transversal skills by creating interactive learning environments within a fictional context.

Blended Learning Modalities:

Participants will have the opportunity to acquire technical and practical knowledge through a methodology based on team work, discussions and elaboration using also a method of practical exercises and simulations. Storytelling will be used to introduce pre-texts on which the Process Drama will be structured. IBL, TBL and PBL will be integrated into the context of Process Drama.

Participants will learn to take the role of facilitators rather than teachers so they could develop their students’ self-directed learning skills and turn them in protagonists of their own learning. Participants will be introduced to some key online tools that could be used as resources for teaching (for example collaborative writing) or for their personal professional development.

Documentation Certification: yes
Date/s of the Course:
  • from 2020-06-09 to 2020-06-20
Course Website:
Name of the organising institute: Pricalica
Where to apply:

Contact persons:
Participation Costs 700
Course Venue Address: London
United Kingdom
Organisation Address: Virovitica