Developing a Creative Classroom through Drama Work: One Teacher's Reflective Journey

Persistent Link:
http://hdl.handle.net/10150/193264
Title:
Developing a Creative Classroom through Drama Work: One Teacher's Reflective Journey
Author:
Bodden, Lisa
Issue Date:
2006
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
In this qualitative, action research study, I aimed to improve my teaching practices in my seventh grade drama classroom. I conducted the study by implementing a monologue unit plan I had used in the past adapted for this study. My emphases for the study were the promotion of creativity, the identification of drama and theatre elements, and the transformation in understanding. Data was gathered from students in my class, a third eye observer, and me. Notation, description, sources for analysis, and questioning procedures were used to survey the data by looking for patterns, coding the responses, and generating findings that satisfied the research questions. I discovered that imagination is supported in my classroom but that I need to develop better strategies to show how dramatic skills affect the daily lives of students and the importance of empathy for this class as well as the others I teach.
Type:
text; Electronic Thesis
Keywords:
Middle school; drama; teacher research; action research study; theater
Degree Name:
MA
Degree Level:
masters
Degree Program:
Theatre Arts; Graduate College
Degree Grantor:
University of Arizona
Committee Chair:
McCammon, Laura A.

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleDeveloping a Creative Classroom through Drama Work: One Teacher's Reflective Journeyen_US
dc.creatorBodden, Lisaen_US
dc.contributor.authorBodden, Lisaen_US
dc.date.issued2006en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractIn this qualitative, action research study, I aimed to improve my teaching practices in my seventh grade drama classroom. I conducted the study by implementing a monologue unit plan I had used in the past adapted for this study. My emphases for the study were the promotion of creativity, the identification of drama and theatre elements, and the transformation in understanding. Data was gathered from students in my class, a third eye observer, and me. Notation, description, sources for analysis, and questioning procedures were used to survey the data by looking for patterns, coding the responses, and generating findings that satisfied the research questions. I discovered that imagination is supported in my classroom but that I need to develop better strategies to show how dramatic skills affect the daily lives of students and the importance of empathy for this class as well as the others I teach.en_US
dc.typetexten_US
dc.typeElectronic Thesisen_US
dc.subjectMiddle schoolen_US
dc.subjectdramaen_US
dc.subjectteacher researchen_US
dc.subjectaction research studyen_US
dc.subjecttheateren_US
thesis.degree.nameMAen_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineTheatre Artsen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.chairMcCammon, Laura A.en_US
dc.identifier.proquest1627en_US
dc.identifier.oclc137356148en_US
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