Reading, response, and realization: The relationship between drama in education and literacy to learning in the elementary classroom

Persistent Link:
http://hdl.handle.net/10150/278481
Title:
Reading, response, and realization: The relationship between drama in education and literacy to learning in the elementary classroom
Author:
Miller, Matthew James, 1970-
Issue Date:
1995
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:
This thesis explores links between the fields of literacy and drama in education for the elementary whole-language classroom. In her transactional theory of reading, Louise Rosenblatt has provided a theory regarding students' transactions with text, and the exploration of ideas and impressions generated during a reading event. This thesis extends Rosenblatt's theory into the uses of drama in the learning process. Marjorie Siegel propels the notion of transmediation in education. Students should be encouraged to generate and express meanings gathered in reading across multiple sign systems. As a meeting place for many language-based and nonlinguistic sign systems, drama provides an ideal place for transmediation to occur. Several drama strategies, advocated by Dorothy Heathcote, Brian Edmiston, David Booth, and others, are introduced. Finally, two drama systems, story drama and narrative theatre, are introduced to show how drama, when linked to the curriculum, can generate rich and layered learning experiences.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Education, Language and Literature.; Theater.; Education, Reading.
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; Theatre arts
Degree Grantor:
University of Arizona
Advisor:
Dickey, Jerry; Husted, Karen

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleReading, response, and realization: The relationship between drama in education and literacy to learning in the elementary classroomen_US
dc.creatorMiller, Matthew James, 1970-en_US
dc.contributor.authorMiller, Matthew James, 1970-en_US
dc.date.issued1995en_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.abstractThis thesis explores links between the fields of literacy and drama in education for the elementary whole-language classroom. In her transactional theory of reading, Louise Rosenblatt has provided a theory regarding students' transactions with text, and the exploration of ideas and impressions generated during a reading event. This thesis extends Rosenblatt's theory into the uses of drama in the learning process. Marjorie Siegel propels the notion of transmediation in education. Students should be encouraged to generate and express meanings gathered in reading across multiple sign systems. As a meeting place for many language-based and nonlinguistic sign systems, drama provides an ideal place for transmediation to occur. Several drama strategies, advocated by Dorothy Heathcote, Brian Edmiston, David Booth, and others, are introduced. Finally, two drama systems, story drama and narrative theatre, are introduced to show how drama, when linked to the curriculum, can generate rich and layered learning experiences.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectEducation, Language and Literature.en_US
dc.subjectTheater.en_US
dc.subjectEducation, Reading.en_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineTheatre artsen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorDickey, Jerryen_US
dc.contributor.advisorHusted, Karenen_US
dc.identifier.proquest1362211en_US
dc.identifier.bibrecord.b33306369en_US
All Items in UA Campus Repository are protected by copyright, with all rights reserved, unless otherwise indicated.