Modules
Theatre SPACEs master’s programme modules & structure:
The Theatre SPACEs programme is a two-year (24-month) programme, consisting of four semesters and a summer school. The first three semesters and the summer school are taught in person, while the fourth semester is online. The semesters are structured as follows:
Semester
Location
Modules
Partners
Credits
1st semester
(Sep-Dec 2026)
Bergen
1. Introduction to drama and theatre pedagogy
2. Art and research
HVL
30 ECTS
2nd semester
(Jan-Jun 2027)
Bergen &
fieldwork: world
3. Performative practices in transcultural contexts
4. Theatre in social, health and community contexts
(includes fieldwork at labour market partners)
HVL, TCD, UAT, UHH, DAMU
30 ECTS
Summer school
(July 2027)
Dublin
5. Drama in Education and dissertation preparation
TCD
Approved /
not approved
3rd semester
(Sep '27-Jan '28)
Targu Mures
6. Theatre in Education
UAT
30 ECTS
4th semester
(Feb-Aug 2028)
Online &
fieldwork: world
7. MA Dissertation
(coordinated by Trinity College Dublin, students can choose location where they wish to research, supervision distributed equally)
HVL, TCD, UAT, UHH, DAMU
30 ECTS
HVL Western Norway University of Applied Sciences
TCD Trinity College Dublin|
UAT University of Arts Târgu-MureÈ™
UHH University of Hamburg
DAMU The Academy of Performing Arts in Prague
Theatre SPACEs have a linear structure, all students follow the same mobility pathways, with the exception of the fieldwork in the 2nd semester and the MA dissertation research in the 4th semester. These can be carried out at any academic or labour market partner in the world.
The programme consists of seven modules offered by different consortium members, all with outstanding innovative elements compared to traditional teaching in higher education. Modules explore different aspects of Theatre in Contexts, and organically build on knowledge and skills acquired in previous modules.
The module covers the theoretical groundings and the practice of different approaches and traditions in drama pedagogy and theatre pedagogy, along with reading and analysing articles. Specific focus is given to the history of the different traditions; the specific contexts that enhanced the development of these traditions; and the challenges of adaptation to other contexts. Students will learn different approaches in process drama, and they will acquire their first experiences with planning and leading. In addition, students will also learn about the practices of theatre pedagogy and the Bergen-based approach “From text to theatre”, a way of using drama pedagogy to create preparatory workshops for theatre performances. Similar approaches in different contexts are also discussed.
The module covers the dramaturgical strategies in drama- and theatre pedagogy, the theory of artistic research and arts-based research, and the theory of aesthetics and creativity. Special emphasis is given to an introduction to qualitative research methodology and academic writing. Students conduct arts-based theatre exploration through creating multilingual monologues. Exploration begins with a course on storytelling covering fantasy stories, personal stories, multi- and transcultural stories and traditional fairy tales from diverse cultures, and a course on research-based theatre (RBT) with a specific focus on transcultural storytelling, narrativity and performativity. Students develop their own RBT-based monologue projects and connect that to research design.
Students will be offered courses in acting, directing, devising and creative dance. Students will also lead workshops for each other and analyse different performative practices in transcultural contexts. Contemporary theatre history lectures will focus on the path to the development of post-dramatic theatre and applied theatre genres. Besides the uses of theatricality in process drama, site-specific theatre, promenade theatre, classroom theatre, and other untraditional theatre spaces will also be explored. Practical experiences will result in creating a joint multilingual performance on campus or in the applied field, using all skills acquired so far (e.g., research-based theatre, storytelling, movement etc).
The module will offer an introduction to theories and practices relating to the different contexts of applied theatre (educational, cultural, social, community, health etc.). Teaching and workshops on campus will be combined with field visits to different contexts (e.g., museum, prison, school, rehabilitation centre, elderly care homes, etc.). Throughout the module, students will practice analysing and reflecting on adapting specific performative approaches to the given contexts. The module concludes in 30-hours-long fieldwork in groups, where students devise performances with the stakeholders of different organizations. The location can be in another city or country. The module also includes guest-lecturing by UHH and DAMU.
Drama in Education and dissertation preparation
5.
The focus of the Summer School is on the study, experience and exploration of the role, value and use of drama and theatre in formal and non-formal educational settings and contexts. Students will be introduced to experiential, reflective and active learning approaches built on the philosophy that good arts education relies on good arts experiences. The Summer School is designed to support students to formulate a critical overview and assessment of varying methods and approaches to drama and theatre in formal and non-formal educational settings and in wider society. The module seeks to increase students’ practical and critical awareness, their ability to embody and discuss theoretical concepts, relate theory to practice and engage in the learning of others.
Theatre in Education
6.
The module introduces the students to the theory, practice and the different traditions of Theatre in Education (TiE), a well-established practice where theatre companies take interactive performances to classrooms. It offers a complex theatre studies background to contemporary drama and performance practices and key concepts for analysis. Students will experience practice-based courses in improvisation, puppet/object animation, observing and studying the genre of Theatre in Education. Students will practice skills related to facilitation and performance, together with working practically on structuring both performance and interaction aimed at educational contexts.
MA dissertation
7.
The module will deepen the students’ critical approach to academic literacy and a comprehensive overview of research methods, approaches and processes. The module revisits the detailed grounding in academic writing and explores key issues and concepts in artistic, educational and social research. A critical exploration of the foundational concepts in research methodology will support the development of students' research proposals. The knowledge, skills and understanding, and in particular, the competence to engage critically with empirical and non-empirical forms of research, will form the core to students’ conceptual underpinning for preparing their dissertations.
