LIVE Diploma in Neuro-Dramatic-Play: Assessments
The assessments described below need to be completed and marked before the Diploma can be awarded. Adequate time is given beyond the end of the course for the assessments to be completed.
For the Spring Semester 2024, the assessments are due by midday on 1 August 2024.
For the Autumn Semester 2024, the assessments are due by midday on 1 March 2025.
Module 1
Practical Assessment: Create a Sensory Bag
The bag itself should be sensory (a mixed-fabric Indian bag with mirrors is ideal), and the contents should consist of various toys and materials to encourage sensory play (for example finger paints, bell-shaker, bubbles - see image for more examples; click to enlarge). The bag and contents should be photographed, together with a few notes on how/why the contents will be used and submitted for assessment.
Applied Assessment: Conduct 3-4 sessions of Sensory and Messy Play
These may be with an individual or small group of children under the age of 10 years, utilising the sensory bag and other sensory materials. They can be children of friends, neighbours or from a local nursery, or your own children). Write this up as a report, illustrated with photographs (with parental permission; if this is not given, photograph hands only, from the back) or drawings, and the work itself. Reflect on the work and include references if appropriate. Evaluate the work yourself and gain feedback from the participating children.
Module 2
Practical Assessment: Create an NDP Map
A graphic and written map to explain NDP to a child under age 6 (see example pictured - click to enlarge).
Applied Assessment: Use your NDP Map practically
Make your map and test it out with a child or children and write a page of notes about this process.
Module 3
Practical Assessment - Complete ONE of the following:
EITHER 1. Create an Attachment Bag
Some of the contents may overlap with the sensory bag; include attachment toys, puppets, and objects to encourage exploration of dependent relationships and nurture. The box and contents should be photographed, and submitted for assessment, together with a few notes on how the box can be used to develop attachment with children and/or teenagers.
OR 2. Create a Story Bag
Your Story Bag should be filled with objects, small figures, fabric and storybooks. The bag and contents should be photographed, and submitted for assessment, together with a few notes on how the bah can be used.
Applied Assessment: Spend time with a mother and newborn baby
Note early interactions and discuss 'play and newborns'. Write a page of notes about 'newborn play’.
Module 4
Practical Assessment: Create a Puppet
During module 4 you will have created 3 puppets:
- A single, paper finger puppet
- A wooden spoon character
- A glove or sock monster puppet
Applied Assessment: Use your puppet in a practical setting
After the module, please put any finishing touches to the and use one of them with an individual or group and write a short report on the session.
MODULE 5
Practical Assessment: Create a ’Theatre in a Box’
Use either a shoe box or similar to create a performing space and audience (see example pictured) and think how you could choose a scene and make an adaptation of Shakespeare's A Midsummer Night’s Dream with puppets or small figures as Therapeutic Theatre. Use the Theatre in a Box, with an individual or group for 3 or 4 sessions and write a short report about their involvement.
Applied Assessment: Explore A Midsummer Night’s Dream
Watch a DVD of Shakespeare's A Midsummer Night's Dream. Make some notes (approx. 2 pages of A4) on ideas from the play that would promote greater understanding of relationships, families, and symbols. Then use your Theatre in a Box with a group of teenagers or adults or older people and record their response.
Module 6
Practical Assessment: Write-up
During this module, you will create a mask that could be worn by the character you have chosen in A Midsummer Night’s Dream. Please write about the process of making this mask and photograph it for assessment.
Applied Assessment: Storytelling with Children
Arrange some time to tell stories to a small group of children and make notes on their responses and how you felt about the sessions. Be aware of the difference between telling a story and reading a story.
The assessments for individual modules is as above, and your originality and creativity will be taken into account in your assessments.
- Sue Jennings (Director) & Ming Yang (Assessor)