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response to this suggestion, indicated that samples of SBAs will be selected and used as exemplars.
These will be posted to the CXC® website for access by stakeholders. One respondent suggested that
Journal writing be further developed. The Panel interpreted this suggestion to mean that the syllabus
needs to provide opportunities for the development of reflective skills. Consequently, the Panel
ensured that, where relevant, reflective elements were built into the syllabus. Careful attention was
placed on ensuring that there are Suggested Teaching and Learning Activities that target reflection in
a meaningful way. The following activity is an example of the types of reflective activities included in
the syllabus.

Have students video themselves and their work, then review and critically evaluate
their work in relation to the given task.

Comments from Specialists

19. The Assistant Registrar/SCD advised the Panel that the revised draft Theatre Arts Syllabus was
also sent to Mr Fabian Thomas, Executive Director at Sankofa Arts and Facilitation, Actor and Director;
Ms Dahlia Harris, Playwright, Artistic Director, Actress and Broadcaster; and Mr Dennis Titus, Actor.
Specialists were asked to comment on the following:

(a) the value of the syllabus for preparing students for further education;

(b) the value of the syllabus for providing skills necessary for life;

(c) the value of the syllabus for preparing students for the world of work; and,

(d) any other aspect of the syllabus.

20. Comments on the draft syllabus for CSEC® Theatre Arts were received from Mr Fabian
Thomas, Executive Director at Sankofa Arts and Facilitation, Actor and Director and Mr Dennis Titus,
Actor (see Appendix IIb). According to Mr Fabian Thomas, he was pleased with the increased detail
and focus as well as opportunities for experiential learning provided by the syllabus. He also indicated
that he considered the syllabus as very valuable in preparing students for the world of work and
further studies. Additionally, he considered the level of demand of the syllabus appropriate. Mr Dennis
Titus, Actor, shared that the syllabus is very comprehensive and suitable for equipping students for
further studies or employment. However, Mr Titus expressed concerns about the scope of the
syllabus, questioning whether it is requiring too much of the students. He cited that he encountered
some of the concepts covered in the syllabus only at the tertiary level. The Panel, in response to Mr
Titus’ concern, proffered that the fairly recent introduction of Theatre Arts at the CSEC® level may
have accounted for Mr Titus’ delayed introduction to fundamental concepts related to the discipline.
The Panel asserted that it is for this reason why the CSEC® Theatre Arts syllabus, in its current form, is
necessary to be taught at the secondary level as students entering tertiary institutions should have
the basic knowledge and skills contained in the syllabus.

21. The members of the Panel reviewed all Sections of the syllabus after examining the comments
and suggestions of the respondents to the questionnaire, and those of the specialists, to indicate
clearly the breadth and depth to which the knowledge and skills in each Section should be covered.
While reviewing all Sections of the syllabus, they ensured that all the issues raised informed the
treatment of all aspects of the syllabus and the assessment process. All Specific Objectives were re-
examined to ensure that they were in keeping with the Rationale and to ensure that the focus was on
awareness of essential concepts, principles and approaches. The Panel rewrote the relevant Specific
Objectives, and expanded the guidance given to teachers in the syllabus regarding the Content to be
presented as well as useful Suggested Teaching and Learning Activities. The Glossaries of Theatre Arts

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