Persistent Link:
http://hdl.handle.net/10150/278579
Title:
Shakespeare in high school drama: A model for active learning
Author:
Rose, Liisa Marie, 1969-
Issue Date:
1996
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:
There is a need in the United States for a philosophical change in education. Students schooled in the traditional manner of direct instruction are not graduating high school with adequate preparation to enter college or the work force. To change this trend, teachers must consider using methods other than direct instruction. This thesis presents one possible method: active learning. For information to be most useful to students, it must be made relevant. Active learning places emphasis on meaning making and the entire process of learning which encourages students to find connections with the material. In active learning, students become learners as well as learned in a subject, a step beyond direct instruction. Presented is a model for all of curriculum, a refinement of active learning for high school Shakespeare including example lessons.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Education, Language and Literature.; Theater.; Education, Curriculum and Instruction.
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; Theatre Arts
Degree Grantor:
University of Arizona
Advisor:
Husted, Karen K.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleShakespeare in high school drama: A model for active learningen_US
dc.creatorRose, Liisa Marie, 1969-en_US
dc.contributor.authorRose, Liisa Marie, 1969-en_US
dc.date.issued1996en_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.abstractThere is a need in the United States for a philosophical change in education. Students schooled in the traditional manner of direct instruction are not graduating high school with adequate preparation to enter college or the work force. To change this trend, teachers must consider using methods other than direct instruction. This thesis presents one possible method: active learning. For information to be most useful to students, it must be made relevant. Active learning places emphasis on meaning making and the entire process of learning which encourages students to find connections with the material. In active learning, students become learners as well as learned in a subject, a step beyond direct instruction. Presented is a model for all of curriculum, a refinement of active learning for high school Shakespeare including example lessons.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectEducation, Language and Literature.en_US
dc.subjectTheater.en_US
dc.subjectEducation, Curriculum and Instruction.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.advisorHusted, Karen K.en_US
dc.identifier.proquest1383577en_US
dc.identifier.bibrecord.b34611228en_US
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