17 results on '"theatre education"'
Search Results
2. It’s All Critical: Acting Teachers’ Beliefs About Theater Classes
- Author
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Thalia R. Goldstein, DaSean L. Young, and Brittany N. Thompson
- Subjects
acting ,theatre education ,social skills ,cognitive skills ,teachers ,arts education ,Psychology ,BF1-990 - Abstract
Acting classes and theater education have long been framed as activities during which children can learn skills that transfer outside the acting classroom. A growing empirical literature provides evidence for acting classes’ efficacy in teaching vocabulary, narrative, empathy, theory of mind, and emotional control. Yet these studies have not been based in what is actually happening in the acting classroom, nor on what acting teachers report as their pedagogical strategies. Instead, previous work has been unsystematic and fragmented in its measured transfer outcomes, and absent mechanistic explanation. Expanding research on this topic requires more grounding in teachers’ beliefs about the acting classes they teach, as well as observation of the classes themselves. As a first step, we surveyed 173 acting teachers online, asking them about the activities within acting classes they believed caused change in their students, as well as which outcomes they believed were changed as a result of acting classes. Teachers taught across educational levels (elementary to professional) and had a variety of training in teaching acting. Overall, teachers rated almost every activity within classes as important for and causing impact on students, and almost every outcome as being positively influenced as a result of acting class. When forced to rank-order outcomes, teachers focused on collaboration, communication, creativity, confidence, and empathy as most likely to change. Teachers rated the importance of class activities and outcomes differently depending on what level they taught. This study shows the difficulty of surveying highly motivated teachers, given the globally high rankings, but also proposes candidate psychological skills likely to change as a result of acting classes and the mechanistic behaviors that may cause change.
- Published
- 2020
- Full Text
- View/download PDF
3. It's All Critical: Acting Teachers' Beliefs About Theater Classes.
- Author
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Goldstein, Thalia R., Young, DaSean L., and Thompson, Brittany N.
- Subjects
TEACHER evaluation ,THEATER education ,CLASSROOM activities ,TEACHERS ,THEATER - Abstract
Acting classes and theater education have long been framed as activities during which children can learn skills that transfer outside the acting classroom. A growing empirical literature provides evidence for acting classes' efficacy in teaching vocabulary, narrative, empathy, theory of mind, and emotional control. Yet these studies have not been based in what is actually happening in the acting classroom, nor on what acting teachers report as their pedagogical strategies. Instead, previous work has been unsystematic and fragmented in its measured transfer outcomes, and absent mechanistic explanation. Expanding research on this topic requires more grounding in teachers' beliefs about the acting classes they teach, as well as observation of the classes themselves. As a first step, we surveyed 173 acting teachers online, asking them about the activities within acting classes they believed caused change in their students, as well as which outcomes they believed were changed as a result of acting classes. Teachers taught across educational levels (elementary to professional) and had a variety of training in teaching acting. Overall, teachers rated almost every activity within classes as important for and causing impact on students, and almost every outcome as being positively influenced as a result of acting class. When forced to rank-order outcomes, teachers focused on collaboration, communication, creativity, confidence, and empathy as most likely to change. Teachers rated the importance of class activities and outcomes differently depending on what level they taught. This study shows the difficulty of surveying highly motivated teachers, given the globally high rankings, but also proposes candidate psychological skills likely to change as a result of acting classes and the mechanistic behaviors that may cause change. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
4. Umetnost in matematika: problem motivacije in predlogi za izboljšave.
- Author
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Gorela, Anja Bajda
- Abstract
Copyright of Šolsko Polje is the property of Solsko Polje and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2017
5. Curriculum: the contradictions in theatre education in Brazil.
- Author
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Pompeo Nogueira, Marcia and de Medeiros Pereira, Diego
- Subjects
- *
THEATER education , *ARTS education , *HIGHER education - Abstract
The history of arts education in Brazil is summarised, based on its contradictions. Some aspects of the Brazilian educational system and the National Curriculum Parameters are presented, in order to identify the predominant approach to theatre education. Three situations of the theatre education landscape in the state of Santa Catarina, southern Brazil, are highlighted: theatre in the school system, in the Municipality of Florianópolis; the prospects for State Schools; and some aspects of rural education, specifically in teaching of arts in schools located in settlements of Agrarian Reform. [ABSTRACT FROM AUTHOR]
- Published
- 2016
- Full Text
- View/download PDF
6. The Hilberry Theatre's MFA in Theatre Management: A Case Study in Continual Process Improvement.
- Author
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Lake, Anthony
- Subjects
EDUCATION ,THEATER management ,EDUCATIONAL planning - Abstract
This paper provides a case study of the evolution of the Theatre Management program at Wayne State University (WSU) in Detroit, Michigan. The examination looks at the transformation of the WSU program in three stages, from its inception as a support function, to the first stage of academic alteration inspired by the work of Dan Martin of Carnegie-Mellon University, to recent structural changes that have generated dramatic improvement within the program. The author hopes that tracing the trajectory of this evolution in such fashion will help educators and practitioners in the field to better understand both the roots and the continuing development of this particular aspect of academics, with the goal of setting the stage for further refinements to the field. [ABSTRACT FROM AUTHOR]
- Published
- 2010
- Full Text
- View/download PDF
7. Interacting : Coordinating text understanding in a student theatre production
- Author
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Göthberg, Martin
- Subjects
theatre education ,character work ,video analysis ,text understanding ,Educational Sciences ,role-taking ,Arts education ,literature education ,Utbildningsvetenskap - Abstract
The present dissertation explores student actors’ and their teachers’ coordination of text understanding in a theatre production – a two-semester process from page to stage in an upper secondary school in Sweden. With an interest in the collaborative work achieved in and through theatre education the research is realized against a background of the role of arts education and reading of literary texts in the neoliberal educational landscape that favors measurable effects of individual achievements. The overarching aim is to explore how text understanding evolves collaboratively as the participants transform drama text into stage text. This aim is pursued by investigating moment-to-moment contingency of unfolding social interaction in theatre activities grounded in a particular drama text. Analytically, such a focus is pursued by employing sociocultural and dialogical approaches to meaning making, creativity and learning. Data has been generated from ethnographic observation and video- and audio recordings of the participants’ staging of Molière’s The Affected Ladies, including the process from the first reading to the last performance. The unit of analysis applied to the data is tool-mediated activities, encompassing the participants, their interactions and the tools used. Three studies are reported through two articles and a licentiate thesis. The studies complement each other as the analytical work moved from ethnographic orientation into finer-grained scrutiny of talk- and action-in-interaction. The research design allows investigation of the micro-genesis of specific text understanding in relation to the overall transformation of a literary text into stage text, in which complexity of text understanding in artistic practice can be demonstrated. The results illustrate the situated, interactional ways in which the participants progressed from a position as newcomers to the drama text into a position of mastering the stage text. The findings show that anchoring text understanding in experiences in the material world developed the student’s perspectives on the text and expanded their action possibilities. They also show that students’ informal and playful role-playing provided the spaces necessary for appropriation of cultural and social interactional means that the students later re-used in rehearsal of scripted dialogue and in the stage text. One of the productive features was the dynamic, laminated interaction, including hybrid role-taking, in which substantial student agency surfaced. Such interaction supported collaborative realizations of meaning potentials in the situated habituation of characters’ manners. Stretched-out over the production period, the micro transitions of text understanding formed salient examples of emergent learning across formal and informal situations. There seems to be good arguments for doing more things with literary texts than ‘just’ reading them, in order to explore their inherent dynamics as layers of cultural meaning. To reduce learning arrangements to what seems efficient to reach measurable goals for the individual appears ill-judged considering the educational potentials of collaborative, creative, explorative and transgressive forms of learning illustrated in the present research.
- Published
- 2019
8. Adding Drama to Every School Day: Partnership to Embed Theatre in School
- Author
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Leipf, Caroline
- Subjects
theatre education ,partnership ,ComputingMilieux_COMPUTERSANDEDUCATION ,arts education ,Arts administration -- Theses ,teaching artist - Abstract
A growing field of research shows that arts in schools have positive impacts on students, teachers, the whole school environment, and even extend to families and the community. The National Endowment for the Arts has also documented that childhood arts education is a leading contributor to a young person’s propensity for future attendance and participation in the arts. Yet, trend data shows that arts education is declining in public schools. Both school systems and arts organizations have a vested interest in young people receiving a well-rounded education which includes the arts. Both face challenges and possess unique strengths in facing the challenges. This paper explores the potential benefits of combining those strengths and questions how to do so in a deeper, more long-lasting way than existing partnerships. One alternative is considered: a partnership of a theatre for young audiences company embedded within a school system would produce a hybrid teacher-artist model, improving arts education while building current and future audiences for theatre. There are many ways to deliver arts education in public schools, and many ways to do so in partnership with arts organizations. This paper does not examine feasibility, but demonstrates that arts education would be improved through an embedded partnership by delivering theatre education with quality, equity and longevity. It also demonstrates a critical need for more attention, exploration and testing of how schools and arts organizations can create deeply collaborative partnerships, to permanently embed theatre, or any of the arts, in schools.
- Published
- 2016
- Full Text
- View/download PDF
9. The Impact of Declining Arts Education Funding
- Subjects
Arts Education ,Theatre Education ,ComputingMilieux_COMPUTERSANDEDUCATION ,Theatre - Abstract
A theatre arts education is very important for our youth. However, within the last decade there has been a decrease in funding to support arts education from kindergarten through high school. This decrease negatively impacts the entire education system and subsequently it also has the potential to impact our society. A successful theatre arts education program teaches creativity, critical thinking, problem solving, discipline, and a strong work ethic. It is the binding agent that brings all the elements of science, technology, engineering, and mathematics together. What happens when these programs are no longer funded and disappear? What can today’s theatre artists and educators do to support a continuation of arts education while in the midst of budget cuts in our schools? This thesis, The Impact of Declining Arts Education Funding, will investigate these questions and will look into the cause of these budget cuts in order to find different solutions to combat this growing problem which will support a more productive society.
- Published
- 2015
- Full Text
- View/download PDF
10. O teatro como disciplina de educação artística : um projeto na Escola Básica e Secundária da Ponta do Sol
- Author
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Abreu, José Gouveia and Martins, Amílcar
- Subjects
Teatro ,Projetos de educação ,Investigação ação ,Theatre education ,Drama activities ,Drama teacher ,Arte dramática ,Atividade escolar ,Arts education ,Action research ,Educação artística - Abstract
Dissertação de Mestrado em Arte e Educação apresentada à Universidade Aberta O objeto de estudo desta pesquisa centra-se no Teatro como Disciplina de Educação Artística: um projeto na Escola Básica e Secundária da Ponta do Sol, que durante dez anos letivos esteve em funcionamento no 3.º ciclo do ensino básico. A questão principal da pesquisa foi formulada da seguinte forma: – Qual é o significado atribuído pelos alunos da Escola Básica e Secundária da Ponta do Sol à sua experiência na disciplina de Teatro, entre 2003 e 2012? Esta pesquisa incide portanto num contexto educativo formal, descrevendo os aspetos de fundamentação, conceção, implementação, retroação e avaliação deste projeto com grupos de alunos que frequentaram a disciplina de Teatro, no período de 2003 até 2012. O trabalho empírico assenta numa metodologia qualitativa de ação-investigação, pós -facto, tendo como estrutura orientadora o modelo de Relação Pedagógica de Renald Legendre (1993, 2005). Esta metodologia permitiu-nos apreender e reconstituir as narrativas vivenciais das viagens artísticas e teatrais realizadas em contexto de sala de aula e extra sala de aula, com alunos/sujeitos de 7.º, 8.º e 9.ºanos de escolaridade. Esta narrativa foi construída, analisada e interpretada a partir de documentos, jornal de bordo, registos fotográficos, registos videográficos e entrevistas semiestruturadas, que permitiram a resposta à questão principal da pesquisa. Os principais resultados obtidos com a pesquisa destacam o contributo do Teatro para o desenvolvimento pessoal, artístico e cultural dos jovens, realçando também o sentido da relevância e participação desta disciplina nas práticas escolares. The object of study in this research is focused in Theatre as an Arts Education subject: a project in Ponta do Sol Elementary and Secondary School, which for ten school years has been running in the 3rd cycle of basic education. The main question of this research was formulated as follows: - What is the meaning given by students from Elementary and Secondary School of Ponta do Sol to their experience in the subject of Theatre, between 2003 and 2012? This research therefore focuses on a formal educational context, describing aspects of reasoning, design, implementation, feedback and evaluation of this project with groups of students who attended the subject of Theater, from 2003 until 2012. The empirical work is based on a qualitative methodology of action-research, post facto, having as guiding structure the model of Pedagogical Relationship of Renald Legendre (1993, 2005). This methodology allowed us to seize and rebuild the experiential narratives of the theatrical and artistic journeys executed inside and outside the classroom, with students / subjects from the 7th, 8th and 9th grades. This narrative was built, analysed and interpreted, based on documents, logbooks, photographic records, video records and semi-structured interviews that allowed an answer to the main question. The main results obtained from the research highlight the contribution of Theatre for personal, artistic and cultural development of young people, enhancing the sense of relevance and interest of this subject in school practices.
- Published
- 2014
11. Developing Confidence in Late Adolescents: A New Theatre Curriculum
- Author
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Horne, Courtney Ayana
- Subjects
- Art Education, Arts Management, Curricula, Curriculum Development, Education, Fine Arts, Performing Arts, Theater, arts, arts education, theatre, theatre education, adolescent psychology, arts administration, arts programming, benefits of arts education, benefits of theatre education, education, curriculum, curriculum sample, classroom assessment, affective domain
- Abstract
While observing at-risk high school students at a Cleveland-area arts education organization, it became evident that stress may act as a barrier to developing confidence in teens. This project contains research to support and methods to creating an original theatre curriculum that reduces stress and increases confidences in late adolescents. The methods include identifying how confidence is measured in adolescents as well as collecting existing theatre curricula with learning objectives that promote confidence. These in combination with identifying existing framework(s) used to reduce stress; all informed the development of a theatre curriculum that could breakdown the barrier of stress in teenagers while building self-esteem.
- Published
- 2017
12. Arts participation and academic achievement
- Author
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Morgan, Jimmie S., Marks, Jonathan, Dolter, Gerald, Lan, William, and Price, Margaret A.
- Subjects
Theatre education ,Academic achievement ,Arts education - Abstract
Arts education is a controversial topic in the realm of education reform: the need for it, the value of it, the teaching of it, which students receive it and at what point in their education are all areas of interest about arts education. New theoretical concepts about cognition and learning have spurred new research into creativity/divergent thinking/imagination which in turn has led to attempts to reform arts education. Ongoing research indicates that arts education may be far more important than previously considered. In order to promote changes in the perception of the value of authentic arts education in current educational practice, evidence that students who participate in authentic arts education can do as well or better on accountability measures of the core curriculum for reading, writing, mathematics and elementary science is needed. This evidence can also point out one effective method of developing creativity: arts education. If, as has been proposed, the survival of the human species has always depended on creative innovations and solutions to physical and social complexities, then encouraging the development and training of creativity through the process of education is perhaps the most important goal of the process. This study was conducted in a private school. The academic achievement of thirty-four participants in a theatre arts program were compared with thirty-three students who did not participate in the theatre program. The statistical analysis of the study consisted of two parts, the descriptive statistics and inferential statistics. The study provided at least partial support for the enhancing effect of theatre education on student academic performance. Students who participated in the program had better academic performance in mathematics and general academic performance defined as the Total Grade Equivalent Score and the Total Normal Curve Equivalent scores produced by the Terra Nova standardized test than those who do not participate in the theatre education program.
- Published
- 2005
13. Examining the Interaction Between the University Interscholastic League One-Act Play Contest and Texas Theatre Curriculum
- Author
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Sharp, Timothy Keith, Jr
- Subjects
- Art Education, Education, Curricula, Theater, Theater Studies, University Interscholatic League, UIL, One-Act Play, UIL One-Act Play, Theatre education, Theatre curriculum, curriculum, arts education, competition, education, competition and learning, Texas, Texas education
- Abstract
The University Interscholastic League (UIL) One-Act Play contest in Texas is the largest interschool theatre competition in the world. Over 1300 high schools compete in this statewide theatre competition each year. This study investigates the ways Texas theatre teachers view the contest, and how the contest influences the curricula in their classrooms. Six teachers were interviewed on their classroom practice and their curricula, specifically on the curricula’s learner-centeredness, social responsibility, and comprehensiveness in theatrical disciplines as well as their attitudes toward competition and the One-Act Play contest. Interviews took place over the phone and Skype and were approximately an hour long.Through the interviews conducted, teachers revealed that their curricula are not limited by the UIL One-Act Play contest. The curricula described by the theatre teachers were widely varied, and each teacher valued learner-centered practice, social responsibility, and comprehensive theatre education to different degrees. According to the results of the study most teachers are not hindered by the UIL when developing their curricula in these three areas and students’ experience in the UIL One-Act Play contest can be equally or more active and authentic as in other productions.
- Published
- 2014
14. Sustaining learning through the arts : capacity building through a trainer of trainers professional development model
- Author
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Dossett, Lara Rose
- Subjects
- Professional development, Theatre education, Arts education, Trainer of trainers, Arts integration
- Abstract
This MFA thesis document investigates the experience of teachers participating in a trainer of trainers (TOT) professional development model in drama-based instruction in K-12 schools. This document explores a two-phase research study in which teachers attended an Advanced Summer Institute and then took on the role of teacher trainer in their school context. The mixed-methods study uses narrative thematic analysis of interview data as well as quantitative scales to describe the experiences of the drama-based instruction teacher trainers. Throughout, this document argues for more effective, sustainable professional development practices that draw on the instructional knowledge of teachers. The findings suggest organizational support largely determines the amount of participation of teacher trainers in their school context. The document concludes with a discussion of how to better support teachers as teacher trainers on their campuses as part of a larger effort to build capacity and sustain ongoing drama-based instructional practice in K-12th grade schools.
- Published
- 2014
15. Former Students' Perceptions of How Theatre Impacted Life Skills and Psychological Needs
- Author
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Cowart, Tia
- Subjects
- Education, General; Education, Art; Education, Music; Education, Secondary; Education, Educational Psychology; Psychology, General; Theater, Arts Education, Life Skills, Psychological Needs, Theatre Education, Art Education, Education, Educational Assessment, Evaluation, and Research, Educational Psychology, Psychology, School Psychology, Theatre and Performance Studies
- Abstract
The purpose of this qualitative case study was to investigate former high school theatre students' perceptions of how theatre education addressed their psychological needs and impacted life skills. Participants were graduates of a large metropolitan high school, located near Atlanta, GA. A focus group, individual semi-structured interviews and collection of artifacts were the data collection procedures utilized to discover students' perceptions. Pseudonyms were used to protect the identities of the participants. The data analysis process included initial coding, axial coding and memo writing. Based on the information from the interviews, this case study showed the benefits of offering youth opportunities to engage in theatre education and supported research that indicates the positive outcomes of arts education. The findings of the study indicate that theatre education impacts students' life skills and psychological needs. Participants report gaining life skills, such as, hard-work, social skills, perseverance and career training. The data also revealed that participants experienced psychological benefits, such as, confidence, sense of belongingness, accomplishment and cognitive abilities.
- Published
- 2013
16. Weaving Together the Curriculum Through the Integration of Drama in the Classroom: Presenting Spoon River Anthology
- Author
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Fatzinger, Stefanie Abbott
- Subjects
- American Literature, Art Education, Curricula, Education, Fine Arts, Language Arts, Teaching, Theater, Spoon River Anthology, Theatre Education, Curriculum, Arts Education, Theatre in Education, High School Theatre Production, Performing Arts
- Abstract
Objectives- The primary goals of this thesis was to illustrate, through the production of the theatrical production, Spoon River Anthology by Edgar Lee Masters, that a theatrical production may be used to provide integration opportunities for other areas of the high school curriculum and the staff and students of the high school. The theatrical production and the academic integration were completed at Jackson High School in Massillon, Ohio during the 2008-2009 academic year. In addition, the other goals of the project were to illustrate how the choice of a theatrical production may assist in improving the overall quality of the Theatre program in a school district, thus making it more accessible, appealing, and ultimately, educational to a larger population of students. Methods- Integration of Theatre was accomplished through study of all academic areas of the Ohio State Academic Standards and using Theatre to accomplish those standards in several different content areas. Theatre may also be used as a means of preparation or review for standardized tests, such as the OGT in English and Social Studies areas. Additionally, involving staff offered the opportunity for them to collaborate with the Theatre teacher and create multi-faceted learning opportunities. Development of the Theatre program involved collaboration with students, staff, and parents. This made the Theatrical Production connect to a larger audience.Results- Teachers want to collaborate but often do not due to time conflicts and budgetary constraints. Overall staff members enjoyed the integration and wanted to do for future theatrical productions. The teachers were willing to assist in making the production a success by offering their talents and the talents of their students. The number of students who participated in the theatrical production was exceeding larger than any previous school year. Conclusions- Theatre productions are designed to teach. They should be used to reach a larger number of students than those actually in the production. They can be used to teach through production opportunities and academic integration. Ultimately these activities may lead to the growth of the Theatre program and provide enrichment for other students who may never have chosen to take part in the Theatre program (or other arts programs) in the school.
- Published
- 2010
17. Theatre teachers' attitudes toward the University Interscholastic League One-Act Play contest.
- Author
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Gotuaco, Jennifer E.
- Subjects
- Drama -- Study and teaching (Secondary) -- Texas., Drama -- Competitions -- Texas., One-act plays., University Interscholastic League (Tex.), High school teachers -- Texas -- Attitudes., theatre education, arts education, aesthetic education
- Abstract
The focus of aesthetic education is reflected in an arts curriculum designed for students to learn skills that make it possible for them to experience the world in a satisfying and meaningful manner. Incorporating aesthetics into school curriculum can be approached through the use of coordinated programs. In the state of Texas, over 1100 schools participate annually in the One-Act Play contest (OAP). The contest is governed by the University Interscholastic League (UIL), which has designed and recommended a structure in which students actively participate in the fine art of theatre. This curriculum is the roadmap for instruction that leads students to learn the value of the aesthetic. This study examines teacher and student perception in the Texas One-Act Play contest and its implications for teaching and learning the aesthetic. The qualitative data were collected through a series of interviews and observations during the spring 2006 with five schools in the north Texas area. Students and teachers at each school were interviewed. Data revealed how the goals of the UIL OAP system are being met based on teachers' practices, perceptions, and experience. Implications of the study are seen through the teachers' attitude toward winning as well as how the elements of teaching, rehearsal technique, and external support systems affect the teachers' contest preparation.
- Published
- 2006
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