The Inclusive Performance Program (IPP) - December 2014 Journey
December 2014
THE INCLUSIVE PERFORMANCE
PROGRAM (IPP)
A socially inclusive society is one in
which all Australians feel valued
and have the opportunity to
participate fully.
The Inclusive
Performance Project
(IPP) was sub-group in a
3
rd
year drama
performance unit for
pre-service teachers at
Edith Cowan University
(ECU).
The IPP included nine ECU
students and three students with
additional needs.
The three students with
additional needs had been
previously involved in drama
projects and had expressed
interest in participating in
activities at university.
WHY DRAMA?
WHY DRAMA?
IPP Students were assessed in the
following ways:
•
On their work in rehearsals and in
workshops (ECU staff hosted regular
meetings with the group to
determine progress). Additionally,
each meeting and rehearsal was
filmed by the students and were to
be potentially viewed by the
assessing staff as support
documentation.
•
An outside consultant also assisted
in the assessment of students
(through the lens of their
interactions and creative inclusion
ideas).
•
The construction of a reflective IPP
journal and accompanying academic
research.
The IPP….a transformative journey into the unknown……
IPP challenges
•
Approval from the school and faculty.
•
Trust and ‘buy-in’ from students.
•
Support to make it happen.
•
Staff time.
•
Ethics approval.
The way forward…..
•
Convince others this is
worthwhile.
•
Look for the value added..
•
Keep on believing..
•
Appreciate that inclusion
is about everyone….
The IPP was a project organised at ECU in Sem one 2012.
It was designed to give both community members an opportunity to experience what university was like and for university students to experience what inclusion looked like at university and within a drama context.
The Inclusive Performance Program (IPP) conducted at Edith Cowan University aimed to create a socially inclusive environment where every student, including those with additional needs, could participate fully in drama activities. Students were assessed through rehearsals, workshops, journals, and academic research, with the program challenging traditional norms and emphasizing the value of inclusivity. Overcoming challenges such as gaining approval and support, the IPP journeyed into the unknown, highlighting the importance of believing in the transformative power of inclusion.
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Presentation Transcript
THE INCLUSIVE PERFORMANCE PROGRAM (IPP) December 2014
A socially inclusive society is one in which all Australians feel valued and have the opportunity to participate fully.
The Inclusive Performance Project (IPP) was sub-group in a 3rdyear drama performance unit for pre-service teachers at Edith Cowan University (ECU).
The students and three students with additional needs. IPP included nine ECU The additional previously projects interest activities at university. three students needs involved and had in participating with been drama had in expressed in
IPP Students were assessed in the following ways: On their work in rehearsals and in workshops (ECU staff hosted regular meetings with determine progress). each meeting and rehearsal was filmed by the students and were to be potentially assessing staff documentation. An outside consultant also assisted in the assessment (through the interactions and creative inclusion ideas). The construction of a reflective IPP journal and accompanying academic research. the group Additionally, to viewed by support the as of students of lens their
IPP challenges Approval from the school and faculty. Trust and buy-in from students. Support to make it happen. Staff time. Ethics approval.
The way forward.. Convince others this is worthwhile. Look for the value added.. Keep on believing.. Appreciate that inclusion is about everyone .
