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Dissertations / Theses on the topic 'Theatre for children and young audiences'
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1
Kibler, Amanda H. "Once upon a time making fairy tales relevant in contemporary theatre for young audiences /." Orlando, Fla. : University of Central Florida, 2010. http://purl.fcla.edu/fcla/etd/CFE0002988.
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Olmez, Husniye Nihan. "The Analysis Of Theatre Plays For Children Staged By The State Theatre And Private Theatres In 2008-2009 Theatre Season In Bursa." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12611061/index.pdf.
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The aim of this study is to investigate theatre plays for children staged by
the State Theatres and private theatre companies in one specific theatre season in
Bursa in terms of their essential language, physical, educational, entertainment
and social characteristics. More specifically, the present study examines
appropriateness of theatre plays for children in term of these essential
characteristics stated by the experts and also opinions of audiences, parents,
teachers, and professionals gained by interviews.
Twelve preschool children between the ages of 5 and 6, ten parents who
had 5 or 6-year-old children, and two preschool drama teachers were asked about
their opinions after attending one or more of the theatre plays which were chosen
for the study. The theatre plays which were chosen for the study were also scored
according to the five different essential characteristics by two coders by using the
&ldquotheatre for young audiences evaluation rubric&rdquo
which was developed by the researcher based on the literature. The study presented the composition of the information gained from the interviews and the characteristics scores of each theatre play. The results revealed that As an outcome, this study documented general information about the existing, required and desired characteristics of theatre plays for children
specific information about the current status of theatre plays for children in Bursa
and also implications and suggestions for parents, educators, playwrights, theatre directors and further studies.
3
Wolgast, Amanda. "EMULATING THE SWEDES: AN EXPLORATION OF THE DEVELOPING TRENDS IN SWEDISH THEATRE FOR YOUNG AUDIENCES." Master's thesis, Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002172.
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Hoppe, Meredith A. "Breaking tradition reaching for the avant-garde in theatre for young audiences /." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002968.
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McCoy, Allen. "TYA Methodology Twentieth-Century Philosophy, and Twenty-First Century Practice: An Examination of Acting, Directing, and Dramatic Literature." Master's thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3943.
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Throughout the twentieth century, theatre for young audiences (TYA), or children's theatre, has been situated as something "other" or different than adult theatre, a kind of theatre--but not really theatre, a construct which opened the door to numerous "how to" philosophies geared specifically toward the theatre for young audiences practitioner. As a twenty-first century theatre practitioner, I am interested in how these philosophies are situated within or against current professional practices in the TYA field. This interest led me to the main question of this study: What are the predominant twentieth-century philosophies on acting, directing, and dramatic literature in the TYA field; and how do they compare to what is currently practiced on the professional American TYA stage? In order to explore current practice, I focused on three theatres, two of which are nationally recognized for their "quality" TYA work, the Seattle Children's Theatre and the Children's Theatre Company in Minneapolis. The third company, the Orlando-UCF Shakespeare Festival, is one of the largest Shakespearean festivals in the country, and has a growing theatre for young audiences program. Between June and October of 2006, I conducted numerous interviews with professional managers, directors, and actors from these organizations. I also attended productions of Pippi Longstocking (Children's Theatre Company), Honus and Me (Seattle Children's Theatre), and Peter Rabbit (Orlando-UCF Shakespeare Festival). It was through these interviews and observations of these productions that I was able to gain data--methodology, techniques, and philosophy--on twenty-first century TYA acting, directing, and dramatic literature. My study has uncovered that although there are numerous twentieth-century "how to" philosophies, many current TYA practitioners are unfamiliar with them. Most of the twenty-first century TYA practice that I studied follows the trends of the adult theatre. This thesis serves as the culmination of my Master of Fine Arts in theatre for young audiences at the University of Central Florida. However, it is not a culmination of my study on the theatre for young audiences field. Past philosophies paired with current methodology, while providing models of quality, also open the door to numerous ideas for further study. This thesis challenges me in examining my own notions of quality acting, directing, and dramatic literature in the TYA field; and it is my hope that this challenge makes me a more informed, deliberate, and responsible theatre practitioner.M.F.A.
Department of Theatre
Arts and Humanities
Theatre
6
Tauscher, Bryanna Nicole. "Theatre for Young Audiences and Educational Study Guides: Design, Implentation and Teachers' Perceptions." Thesis, The University of Arizona, 2006. http://hdl.handle.net/10150/193261.
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The purpose of this study was to evaluate a Theatre For Young Audiences (TYA) paper and multimedia study guide and to investigate teachers' perceptions of study guides created for TYA. It used current literature surrounding TYA performances, supplemental materials for the elementary classroom, and multimedia in performance and education, to glean critical elements for creating a useful TYA study guide. These elements provided the framework for creating a rubric to evaluate a TYA study guide's potential success in the classroom. The mixed methods study then used the created rubric to evaluate etc . . .'s (Educational Theatre Company) 2005 Hey Diddle Diddle! The Rhymes and Rhythms of Mother Goose study guide. This data was combined with surveys administered to elementary teachers. The study guide rated high on the rubric and teachers' perceptions were generally positive. Overall the analysis yielded information useful for the creation of future guides and research.
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Lauritzen, Chareen Hardy. "The Roberta Jones Junior Theatre : a model children's theatre /." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd2882.pdf.
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Henry, Meghann Elise. "Devising dramaturgy an investigation into the art of dramatic composition when devising theatre for young audiences /." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002157.
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Wäisänen, Linnéa. "Barndomsrevolution på Unga Klara : En föreställningsanalys av För att jag säger det utifrån ett genusperspektiv." Thesis, Stockholms universitet, Institutionen för kultur och estetik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-184638.
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CHILDHOOD REVOLUTION AT UNGA KLARA - A performance analysis of ’För att jag säger det’ from a gender perspective LINNÉA WÄISÄNEN Abstract The Swedish professional theatre for children and young audiences is in a constant change, development and renewal due to adulthoods shifting view and understanding of the child and childhood through the ages. The shifting discourse of childhood can be seen both in the various theatre performances for children and young audiences throughout the 20th century, but also in the constant shifting discussions and debates about what sort of performances are appropriate for children. The base of this thesis is a performance analysis of a recorded version of Unga Klara’s För att jag säger det from a gender perspective, with a focus on the stage setting and the mise-en-scène, along with the actors’ performative actions. The purpose is to examine if and how these theatrical signs counteracts or correlates with gender and hetero norms, but also investigate if the complex relationship between childhood and adulthood can be seen in the performance. To do this, I use a combination of hermeneutics, theatre semiotics and phenomenology as my main methodological starting point. Theories about gender performativity and discourse analysis in childhood studies serve as perspectives to the analysis and interpretation of the performance. The analysis starts with a brief introduction to the performance along with a discussion about the dramaturgical structure and the course of events and situations taking place in För att jag säger det. The analysis continues with a discussion about the theatrical space, in particular the stage space in relation to the starting point of the performance, along with the theatrical communication between the actors and the audience. Then, I discuss the theatrical signs that first caught my attention; the actors’ performative bodies and the music and stage sounds, where I analyse my comprehension of the actors’ performative bodies from a gender perspective. The analysis then continues to a more argument based interpretation of the interactions between the actors and the audience, and follows by a discussion of the actors impersonation of childhood and adulthood. In the last part of the analysis I identify and discuss my understanding of various themes and messages in För att jag säger det. The result of the study implies that a few sequences of the staging along with the actors’ performative bodies in För att jag säger det correlates to gender and hetero norms, but mostly the performance discourages normativity in general. The complex relationship between childhood and adulthood are however well established in the performance’s staging, and can be found in how the actors portraits childhood versus adulthood. It is also visible in the interactive communicational parts between the stage and the auditorium, which only occurs under the terms and conditions of the actors. Keywords: Unga Klara, gender, performativity, performance analysis, childhood revolution, theatre for children and young audiences
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Anderson, Kelly King. "Pretend Play at Home: Creating An Educationally Enriched Environment for Emergent Literacy Among Preschool-Aged Children." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd962.pdf.
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Betzien, Angela Jane. "Hoods : creating political theatre for young audiences." Queensland University of Technology, 2007. http://eprints.qut.edu.au/19238/.
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My first exposure to Brecht and his theories was as a high school drama student. One of our year twelve assessment tasks was to write and perform our own Brechtian drama using three or more alienation techniques. I wrote a piece about Religion and Fundamentalism, an issue that I felt strongly about at the time. By carefully following my teacher’s instructions and adhering to the assessment criteria I received a VHA. I concluded from this experience that political theatre could be made by following a simple recipe and combining key ingredients. As my knowledge of theatre and my own creative practice developed I came to understand the great complexity of Brechtian theory and the extreme difficulty of creating effective political theatre, that is, theatre that changes the world. Brecht’s theories have been so thoroughly absorbed into contemporary theatre practice that we no longer identify the techniques of Epic Theatre as necessarily political, nor do we acknowledge its radical origins. I have not yet seen a professional production of a Brechtian play but I’ve absorbed on countless occasions the brilliant reinterpretations of Brecht’s theories within the work of contemporary dramatists. My approach to creating political drama is eclectic and irreverent and I’m prepared to beg borrow and steal from the cannon of political theatre and popular media to create a drama that works, a drama that is both entertaining and provocative. Hoods is an adaptation for young audiences of my original play Kingswood Kids (2001). The process of re-purposing Kingwood Kids to Hoods has been a long and complex one. The process has triggered an analysis of my own creative practice and theory, and demanded an in-depth engagement with the theories and practice of key political theatre makers, most notably Brecht and Boal and more contemporary theatre makers such as Churchill, Kane, and Zeal Theatre. The focus of my exegesis is an inquiry into how the dramatist can create a theatre of currency that challenges the dominant culture and provokes critical thinking and political engagement in young audiences. It will particularly examine Brecht’s theory of alienation and argue its continued relevance, exploring how Brechtian techniques can be applied and re-interpreted through an in-depth analysis of my two works for young people, Hoods and Children of the Black Skirt. For the purposes of this short exegesis I have narrowed the inquiry by focusing on four key areas: Transformation, Structure, Pretext, Metatext.
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Hoppe, Meredith. "BREAKING TRADITION: REACHING FOR THE AVANT-GARDE IN THEATRE FOR YOUNG AUDIENCES." Master's thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2673.
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This thesis seeks to unearth the concept of breaking tradition in the field of Theatre for Young Audiences (TYA) in the United States by applying the avant-garde theory of Arnold Aronson as a lens through which to investigate the current development of US TYA. After formulating an approach in which to negotiate the concept of the avant-garde, I draft five tenets that currently define tradition in the field of US TYA. Situating these five tenets against Aronson s theoretical framework, I examine three contemporary US TYA plays from the past two centuries: Black Butterfly, Hush: An Interview with America, and Atypical Boy. Within these scripts, I probe for moments where these five tenets break to manifest possible tendencies toward the avant-garde. I then conclusively reflect and problematize these findings in order to raise questions about each script s relationship to the avant-garde and significance to the development of the field, ultimately provoking further discourse surrounding the role of avant-garde methodology within US TYA s current position and state of progression.M.F.A.
Department of Theatre
Arts and Humanities
Theatre MFA
13
Morris, Amanda. "Investigating the 'Audience' in Theatre for Young Audiences: The Call for Artistic Educators." Master's thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2199.
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Theatre history provides little information on theatre audiences and how the concept of an audience has changed over time. Through the investigation of theatre history texts, theatre theorists' manifestos, and interviews with workers in the field of theatre for young audiences, this thesis outlines the theatre audience from the first performance to the present and examines how the history of the concept of "child" and young audiences has developed in recent years. Opposing views exist on the subject of how a child is perceived as well as the purpose and role of a theatre audience. In this thesis, I investigate the classical, romantic, realist, modern, and current theatre movements and how scholars and theorists have perceived or written about their audiences in an effort to cultivate an understanding of what an audience is today and how the concept of theatre etiquette has or has not changed throughout history in order to relate these findings to experiences of audiences today. I began this thesis with a general knowledge of "audience," from a personal perspective as a performer and audience member. However, through my collected data, I find that audiences are valued in distinctive ways throughout various movements in theatre history. With this understanding, I wrote a short book to help young audience members to understand what the present conventions are as a theatre audience member.M.F.A.
Department of Theatre
Arts and Humanities
Theatre MFA
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Lennon, Mary C. "DEVISING EMPATHY: WORKING WITH DEVISING, THEATRE FOR YOUNG AUDIENCES, AND THE SNOW QUEEN." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5325.
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This thesis presents a workbook for creating a course that combines researching both theatre for young audiences and devised theatre to create a touring production and company. Devised theatre is a form of theatre where the script originates from collaborative creation, improvisation, and physical movement. This course explored the past, present and future of theatre for young audiences both domestically and abroad. Students worked in a collaborative effort devising and producing a TYA piece based on Hans Christian Anderson’s The Snow Queen and studied the child audience through reading assignments and practical experience. This thesis is intended to showcase the value of teaching college undergraduate how to perform TYA productions as well as to show how devised theatre can help foster the actor’s creativity and help to reach a whole new generation.
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Kibler, Amanda. "ONCE UPON A TIME: MAKING FAIRY TALES RELEVANT IN CONTEMPORARY THEATRE FOR YOUNG AUDIENCES." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4117.
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As a theatre for young audiences (TYA) practitioner and artist, I have noticed the prevalence of edited fairy tales on TYA stages. Artists tend to present versions of traditional tales that do not explore the dark places found in the original forms, the very same parts of humanity that young people often yearn to understand. Within TYA, fairy tales have become a safe option because many are well-known titles that generate audiences and income. Theatre practitioners and producers frequently present selections from the canon of fairy tales without exploring its many layers of meaning; failing to recognize the message that is being communicated to the audience. This thesis will explore how and why theatres continue to present these tales to contemporary young audiences. How do TYA companies create productions of fairy tales that capture the attention of a contemporary audience and still remain true to the traditional psychological framework? The staying power of fairy tales points toward a common human connection. Parents pass the stories down to their children, generation after generation. There must be a reason for this and I would like to examine it. Research on the long-term effects fairy tales have on young people focuses on the psychological values and ramifications of exposure to these classic stories. This thesis will explore the use of fairy tale structures in theatre for young audiences and where this author feels we can produce fairy tale shows in a manner that considers the developing psyche. I will consider the underlying significations in fairy tales and how theatre artists can provide young people a means to explore and understand these meanings, while avoiding metanarratives that reinforce submission and oppression. Guided by an understanding of research in psychology, productions already performed, and the definition of a contemporary young audience, I will look beyond the simple tale and find ways to create fairy tales onstage responsibly. I will analyze the works of Bruno Bettelheim, Jack Zipes, and Maria Tatar, compare and contrast their differing views on the place of fairy tales in a young person s psychological life, and define what a child gains from hearing these stories. Finally, I will interview three directors from around the world about their approach to directing fairy tales, then synthesize the information to create a view of how some companies currently present fully-actualized fairy tales. The prevailing presentation of fairy tales follows an edited and lighthearted way of looking at these classic tales. However, a growing movement exists to re-imagine our view of fairy tales. The work of three of these innovative directors--Kevin Ehrhart, Dougie Irvine and Andy Packer--inspired this thesis with their fearless approaches to teaching young people through the lessons created in fairy tales.M.F.A.
Department of Theatre
Arts and Humanities
Theatre MFA
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Bosley, Cicely. "THE ECONOMICS OF A YOUNG AUDIENCE." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3644.
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As a theatre for young audiences (TYA) teacher, artist, and administrator, I seek to explore where and how TYA fits into business and economic models to open a dialogue between TYA practitioners and business administration professionals. Through this qualitative study, I endeavor to foster a new language for TYA practitioners to enhance fundraising and audience development. By its own definition, TYA is a hybrid field that strives for both artistic form and educative function. With a dual focus of form and function, administrators struggle to advocate for TYA organizations within existing models. To move through this challenge, I look to analyze select extant models in an effort to address a new hybrid model that better suits a hybrid field. This project arises from the persistent challenges found within the TYA field of defining and valuing our work for and with young people, so I approach this research as a TYA practitioner seeking tools for advocacy. Through my work as a teacher and artist moving into a business office, I observed marketing and development directors from the non-TYA fields challenged by the nature of our work. Paralleling that challenge, I struggle to articulate the necessity of my work with young people as equal to the importance of artistic excellence. My research leads me to believe that TYA does not neatly affix to any business model, but an analysis and marriage of several models may create a working model which TYA practitioners can employ.M.F.A.
Department of Theatre
Arts and Humanities
Theatre MFA
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Henry, Meghann. "DEVISING DRAMATURGY: AN INVESTIGATION INTO THE ART OF DRAMATIC COMPOSITION WHEN DEVISING THEATRE FOR YOUNG AUDIENCES." Master's thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2884.
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This thesis investigates the dramaturgy of devised theatre for young audiences, specifically children ages 2-5. The chapters dissect current applications of dramaturgy in regards to the development of dramatic and performance texts, and present an exploration of devised theatre. My research revolved around qualitative research tactics through a review of the current literature on dramaturgy and devising, unobtrusive data collection, and interviews with the artistic directors of three Theatre for Young Audience (TYA) companies: Patch Theatre Company based in Adelaide, Australia, Theatre Mala Scena based in Zagreb, Croatia, and the Coterie Theatre located in Kansas City, Missouri. In addition, I viewed productions by each the above companies which helped to uncover how the artists move theory into practice based on their personal theories on TYA, dramaturgy, and devising. Through this research I reveal how dramaturgy proves a key element in moving improvisations into performance texts, creating theatrical experiences that capture the imaginations of the very young.M.F.A.
Department of Theatre
Arts and Humanities
Theatre MFA
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Harelik, Elizabeth A. "Shrews, Moneylenders, Soldiers, and Moors: Tackling Challenging Issues in Shakespeare for Young Audiences." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461187189.
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Dodders, Catherine. "Travails in limbo - an ethical and aesthetic investigation into new approaches in the presentation of Theatre for Young Audiences." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/10392.
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Includes bibliographica references (leaves 34-40).This research sought to investigate new aesthetic approaches in the creation of feminist Theatre for Young Audiences (TYA), specifically for early adolescent girls, through two collaborative workshop processes designed to be ethical and respectful of the participants' contribution. The parallels between the research into a new aesthetic for TYA and current trends in Applied Theatre practice led the researcher to shift focus into self-study and a critique of practice to enhance self-reflexive praxis, which strives to be ethical. Issues surrounding representation took precedence in an attempt to speak to the lived experiences of the early adolescent South African girl. The difficulties in the process resulted in an inequitable relationship between the researcher and the participants who were unable to meet the criteria for successful theatre making without the researcher's facilitation.
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Vanessa, Imeson Lynne. "Workshopping A Little Creation : a scenographic approach to theatre for young audiences, oral tradition and the concrete indian." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43081.
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This thesis describes the production of A Little Creation, a play that I wrote and developed, which took place on the Frederic Wood stage during November 2011. The intent was to workshop my original script as a dramatic piece and explore its theatrical and visual elements. It was initially planned for the black box space of the Dorothy Somerset Studio on the University of British Columbia Campus, but was shifted to the Frederic Wood Theatre main stage. This shift to a much larger venue meant an increase in production scale and technical possibilities; the production literally grew to fit the space. The workshop production ran for three evening performances and one matinee during the week of November 24th until the 26th, 2011. Advisors for the project were Professor Alison Green, Professor Dory Nason, Professor Ron Fedoruk and Melody Anderson.
The workshop consisted of a staged realization of my script in progress of the same title where I functioned as playwright, puppet designer and developer, as well as costume and set designer. In collaboration with Director Patrick New, UBC MFA candidate in Direction, Stage Manager Ashley Noyes, Designers Gua Khee Chong (Sound), Emily Hartig (Lighting), Jon Tsang (Lighting Supervisor), Brady Villadsen (Projections) Carolyn Rapanos (Graffiti and Head painter), and Actors Nyla Carpentier, Alex Carr, Meaghan Chenosky, Laura Fukumoto, David Kaye, Ashley McAllister and Lisa Smith, the workshop was intended to explore my creative process as an Indigenous person and artist alike, and to create a theatrical piece that I wanted to design rather than design a director’s vision; which is often the case. This thesis is a description of that workshop process concluding in an evaluation of the workshop and its effect on my creative process.
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Dunn, Amie. "A PERSONAL EXPLORATION INTO THE ETHICS AND RESPONSIBILITIES OF A THEATRE TEACHING ARTIST." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2383.
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As an artist in the field of theatre for young audiences, I encounter many definitions of  teaching artist, and within each definition lies a new set of physical, educational, and psychological responsibilities. While the term  teaching artist continues to evolve and grow, I am interested in exploring a common struggle among teaching artists: What does it mean to be an ethical and responsible teaching artist? This thesis allows me to create a personal definition of  teaching artist while exploring the relationship between responsibility, ethics, and community-based teaching. I begin by formulating my current understanding and beliefs about what it means to be a responsible teaching artist. I research how others in the TYA field, specifically Michael Rohd, Stephani Etheridge Woodson and Barbara McKean have dealt with issues of ethics and responsibility through four specific questions: How does my personal culture, race, gender, sexual orientation, and beliefs positively or negatively affect the work I do with young people? How does a teaching artist manage an environment in which there are inherently therapeutic qualities, without stepping into the role of therapist, and maintain a healthy relationship with the young people and the work? How do teaching artists maneuver through a structure where the ideologies of the teacher are guiding the project on a macro level but not a micro level? Is it possible or necessary to share responsibility with young people? As a reflective artist I can t help but question, challenge, and rethink choices I make in facilitation. I would venture to say it would be irresponsible not to do so. I am hopeful this exploration will not only improve my personal teaching but also allow and inspire others to take a look at their practice in terms of ethics and responsibility.M.F.A.
Department of Theatre
Arts and Humanities
Theatre MFA
22
Bazo, Nicholas. "Sharing the True Colors: An Exploration of Theatre Created by Gay, Lesbian, Bisexual, and Transgender Youth." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3469.
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True Colors: Out Youth Theater at The Theater Offensive is a Boston based program that focuses its theatrical and social mission on engaging Gay, Lesbian, Bisexual, and Transgendered (GLBT) at-risk, youth and the community that surrounds them. Through the process of generating an original touring production, True Colors employs theatre as a tool for personal, social, and artistic expression, empowerment, and activism. The program's balance of both process and product focused goals creates an environment of multifaceted engagement and provides an example of how art can thrive in a structure of youth outreach. Though directors and facilitators guide the process and final product, a fundamental mission of True Colors is to provide a student or youth-centered experience where inspiration, decisions, discussions, and leadership generates directly from participants. By observing and participating in the creation of one of these productions, I explore the impact of this student-centered structure on the personal perspectives and artistic growth of the GLBT participants and the artistic process of creating the production. My goal is to discover True Colors' effectiveness of achieving its mission to both create an impactful and positive process for the youth and also develop a final product that is artful and evokes social change. Additionally, by studying similar programs, I establish a basis of comparison against True Colors in order to develop a broader view of the field and evaluate the variances in methodology and the impact on youth and communities.M.F.A.
Department of Theatre
Arts and Humanities
Theatre MFA
23
Williams, Hunter. "Loco por ti : the creation of a new, biblingual musical for young audiences to teach english as a second langauge." Honors in the Major Thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1339.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Arts and Humanities
Theatre
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Villada, Diego. "Bananas in the Mist: Directing Amazing Adventures of the Marvelous Monkey King." VCU Scholars Compass, 2008. http://scholarscompass.vcu.edu/etd/1542.
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This thesis details -in personal narrative form- the process by which the author directed a production of Elizabeth Wong's Amazing Adventures of the Marvelous Monkey King at Dr. Michael M. Krop Senior High School in Miami, Florida. The following text explains elements of pre-production, presents relevant research associated with the play, describes the production process in detail, and states conclusions drawn by the author about the experience. The work challenged both the ensemble and the director to seek new avenues of expression and theatricality different from those traditionally explored in their respective educational settings.
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Horn, Elizabeth. "Developing the Individual to Strengthen the Whole: The Application of Viewpoints Training to Impact the Social Cognitive Development of Actors in a High School Ensemble." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2865.
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This research explores the application of Viewpoints and Composition training with a cast of high school students to measure changes in the social cognitive development (SCD) of individuals and the collective group. The research centers on the writing of Michael F. Mascolo and Deborah Margolis, which takes a coactive approach to the relationship between one's social cognitive development and how it is manifested in his or her actions within a social group. Using this framework, the researcher assesses the personality types within the cast and analyzes how utilizing Viewpoints training creates shifts within these personalities. The researcher approaches this study from both a theoretical standpoint as a student during a two-week intensive training course for adults with SITI Company, and a practical standpoint in the direction of a fully mounted production with high school actors. The objective of the research is to propose a method to implement advanced Viewpoints training within a high school ensemble in order to cultivate ensemble and ultimately aid the social cognitive development of the individual actors.M.F.A.
Department of Theatre
Arts and Humanities
Theatre MFA
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Pretorius, Louis. "An analysis and proposed expansion of the market for theatre for young people in the Western Cape." Thesis, Link to the online version, 2008. http://hdl.handle.net/10019/1552.
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Lesourd, Sibylle. "L'enfant protagoniste : Naissance, mouvances et paradoxes d’une figure clé du théâtre contemporain pour la jeunesse en France et en Italie (1959-2015)." Thesis, Paris 4, 2016. http://www.theses.fr/2016PA040013.
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Le théâtre pour la jeunesse est un théâtre de recherche où se redéfinissent à chaque fois le désir et les modalités d’une rencontre entre des créateurs et un public spécifique. Notre thèse met en lumière la construction historique de ce théâtre en France et en Italie et donne à comprendre les expérimentations menées par les pionniers du domaine. Elle se concentre sur l’apparition d’un nouveau protagoniste du champ théâtral, l’enfant, et cherche à savoir si celui-ci se situe bien au cœur des processus de création. Dans une première partie, nous soulignons le rôle déterminant qu’a joué l’animation théâtrale au tournant des années 1960-1970. De la France à l’Italie, on voit se transmettre l’idée d’une transition naturelle entre expérience artistique avec les jeunes et œuvre dramatique à leur intention ; en identifiant l’enfant comme partenaire possible de la création, l’animation préfigure la naissance de formes esthétiques nouvelles adressées aux jeunes spectateurs. Dans une deuxième partie, nous montrons comment, des années 1980 à nos jours, la recherche artistique s’est cristallisée sur l’enfant spectateur, cible spécifique des metteurs en scène et des dramaturges. Tout en réfléchissant aux conditions de son émancipation, les artistes s’approprient des matériaux textuels parfois inattendus ; un chemin peut se dessiner de l’adaptation à la création. En France, on assiste à l’émergence d’un répertoire dramatique qui appartient aujourd’hui de plein droit à la littérature de jeunesse, tandis que, dans les deux pays, l’enfant personnage conquiert sa place dans les textes et sur les scènes. Une relation spéculaire peut ainsi s’instaurer entre l’enfant spectateur et son doubleTheatre for young people is experimental—the desire for and the modalities of an encounter between creators and a specific audience undergo redefinition with each performance. This PhD thesis sheds light on how theatre for young people came to be in France and Italy throughout history, as well as on the experiments carried out by the pioneers in the field. The focus is on the emergence of the child as a new protagonist within the theatrical field and on attempting to determine whether he indeed lies at the core of the creative process. In the first part, the emphasis is on the significance of the role of theatrical animation at the turn of the 1960s. The idea of a natural transition from artistic experiences involving young people to theatrical works designed for them was passed on from France to Italy ; by identifying the child as a potential partner in the creative process, theatrical animation prefigured the onset of new aesthetic forms directed to young audiences. In the second part, the aim is to show how artistic research has been crystallizing on the child as a spectator, who has become a specific target for stage directors and playwrights from the 1980s onwards. While reflecting on how to emancipate him, artists have taken ownership of various textual materials—some of which unexpected—and a path can therefore be traced from adaptation to creation. In France, a theatrical repertoire which belongs to youth literature in its own right has been emerging. At the same time, in both countries, the child as a character has been earning his way in play scripts and on stages. Thus, a specular relationship can be established between the child as a spectator and his double
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Scholtz, Pieter J. H. "Theatre for young audiences and the Commedia dell'arte : the living tradition of the Commedia dell'arte in theatre for young audiences, with specific reference to selected original texts and performances." Thesis, 1992. http://hdl.handle.net/10413/8694.
Full textAbstract:
The thesis affirms the relevance of "Theatre for Young Audiences" as a valid
and distinctive genre; a performance genre that should entertain, educate and
provide meaning in terms of its creative interaction with personal, social, artistic and
cultural issues. The practice of playwrighting is removed from the assumption that
it relies exclusively on inspiration, intuition and spontaneity; it is placed within a
creative, experiential and discursive mode in which dramatic, theatrical,
performance and structural issues can be researched, analysed and evaluated
culminating in the crafting, making and presentation of innovative and challenging
theatre.
The research component of the thesis attempts to identify the social and moral
responsibility of the playwright writing for young audiences. It is asserted that
knowledge about the maturation of young people is crucial in the creative processes
of writing plays and making theatre. The second chapter in Part One of the thesis,
asserts that knowledge about the physical, emotional and intellectual maturation of
the intended audience should clearly impact on the delineation of plot, action,
character, language, audience participation, ethics and morality. The thesis clearly
identifies the importance of this knowledge for the Arts Educator.
However, "Theatre for Young Audiences" does not function solely in the realm
of education. The thesis distinguishes this genre from those of "Theatre-in-Education"
and "Drama-in-Education". The thesis firmly supports this distinction
and affirms the status of "Theatre for Young Audiences" as a performing art. This
argument is given further credence by the creative interaction of original scripts with
the "living tradition" of the Commedia dell' Arte. The Commedia dell' Arte is
examined from an historical perspective; pertinent features are addressed, selected,
utilised and transformed into a dynamic theatrical experience for young audiences in
contemporary South Africa.
The Commedia dell' Arte serves as a theatrical model and becomes a creative
device for further and renewed innovation. The inclusion of three original plays in
Appendices 1, 2 and 3, plus numerous references to selected, original texts and
performances provide an illustration of the concept that playwrighting for young
people can effectively and imaginatively transpose theoretical inquiry into
imaginative and challenging theatre experience.
The thesis attempts to utilise a clear conceptual basis for the development of
argument - the educational and psychological perspectives provide a foundation for
ideas and critical writing. The theatre heritage becomes a catalyst for innovative and
pertinent theatre that affirms the status, purpose and nature of "Theatre for Young
Audiences" in contemporary South Africa.Thesis (Ph.D.)-University of Natal, Durban, 1992.
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Adamson, Lois. "Why Bring Students to the Theatre? An Exploration of the Value of Professional Theatre for Children." Thesis, 2011. http://hdl.handle.net/1807/30062.
Full textAbstract:
Experienced by thousands of children every year, professional theatre for young audiences TYA) is still a relatively new and understudied phenomenon in Canada. The purpose of this research has been to learn why teachers bring their students to the theatre, specifically Young People’s Theatre (YPT), and to determine how these connect to the perceptions of those who work at and with the theatre. In order to understand the complexities of the impetus to bring students to YPT, the limitations and successes teachers encounter in doing so, this ethnographic study was situated at the intersection of spatial and curriculum theories and has included surveys,
interviews and participatory observation. This research provides greater understanding of the challenges and benefits of including theatre-going in one’s educational repertoire. These new insights contribute to contemporary scholarship on aesthetic education and arts-based community
building and provide opportunities for further research about teaching and learning through theatre.
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Chusid, Abra Helene. "Toward global theatre for young audiences : the potential of international TYA to increase the global consciousness of young audiences in the United States." Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-08-6036.
Full textAbstract:
This thesis document provides an historical overview of the internationalization of theatre for young audiences (TYA) in the United States, which has been largely influenced by international populations and organizations since the early 1900’s. Contemporary practices and theories of international education are examined in order to consider its intersections with international TYA. Emphasizing Geert Hofstede’s cultural dimensions and the research of established and emerging TYA scholars, I examine international TYA’s potential to increase the global consciousness of young audiences in the U.S. Through developing global sensitivity, global understanding, and global self (Veronica Boix Mansilla and Howard Gardner’s three components of global consciousness), international TYA presents diverse cultures and stories to young audiences, potentially dispelling stereotyping and ethnocentrism, promoting a global consciousness through theatre’s provocation of empathy.text
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"The Representation of Taiwanese Childhood As Reflected in Taiwanese Theatre for Young Audience of The Taipei Children's Arts Festival 2000-2011." Doctoral diss., 2012. http://hdl.handle.net/2286/R.I.14968.
Full textAbstract:
abstract: The construction of the contemporary Taiwanese child and childhood has been under-researched. It is often understood solely in contrast to a Western context as a mysterious or even exotic existence. However, this understanding differs from what I discovered in my literary reviews, which reveal many similarities - not differences - with respect to the philosophical views of the child and childhood between the so-called "East" and "West." To gain a better understanding of the Taiwanese child and childhood, I chose the annual Taipei Children's Arts Festival (TCAF) as my main research subject and adopted grounded theory and dramatic analysis as my research methods to explore the following question: What are the representations of the Taiwanese child and childhood as reflected by the cultural artifacts of TCAF between 2000 and 2011? TCAF is the largest children's arts festival in Taiwan and theatre for young audiences (TYA) has been its main component. I therefore selected four award winning TCAF plays and their production videos as my main data. Additional data consists of forewords from the programs, which were written by mayors of Taipei City, commissioners of Taipei's Department of Cultural Affairs, and festival organizers. To provide context, I give a brief history of Taiwanese children's theatre before beginning the main analysis. My findings indicate a complex construction of the Taiwanese child and childhood. The central category states that Taiwanese children are constructed as adults' futures. This explains adults' desires to preserve children's positive qualities, and reflects adults' emphasis on learning and teaching, children's agency, and their happiness. Determining one central category/hypothesis proved to be difficult, due to the variety and complexity of my data. Missing categories include concepts of the unconscious child and children's relationships to religion, family, friendships, and gender issues. The distinctions between children and adults are both distinct and ambiguous. Although differences of the East/West binary exist, social constructions of the child and childhood become increasingly similar as the world becomes more fluid. My research highlights a variety of such elements. Future research is still needed, however, in order to broaden and deepen the understanding of the Taiwanese child and childhood.Dissertation/Thesis
Ph.D. Theatre 2012
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McRae, Talleri Anne. "Casting disability in Theatre for Young Audiences (TYA) : a look at inclusive casting through the eyes of institutions, performers, and young audiences." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-05-1251.
Full textAbstract:
When directors in professional Theatre for Young Audiences (TYA) practice inclusive
casting, or, in other words, cast an actor with a disability in a role that is not written with
a disability, several provocative questions emerge: What are the social implications of
inclusive casting? How might stories on stage change due to inclusive casting? What
does inclusive casting mean for professional TYA companies and directors? How might
performers with disabilities examine their personal and professional relationship to
disability when participating in inclusive casting? How might a young audience’s
perspective change when inclusive casting is implemented? This thesis examines these
questions through interviews with directors, performers, and young audience members.text
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Bessey, Kate. "Contemporary independent Theatre for Young Audiences (TYA) in Córdoba, Argentina 2001-2016: documenting a community of practice." Thesis, 2019. http://hdl.handle.net/1828/11398.
Full textAbstract:
My premise in this dissertation is that the tradition of independent theatre for young audiences created in Córdoba, Argentina is a worthy community of practice for Applied Theatre study. To provide the much needed documentation of and exposure to this community of practice, and to defend the hypothesis that this community of theatre practice represents a valuable contribution to the Applied Theatre canon, this research project focuses on the following questions:
What are the key characteristics of independent theatre for young audiences practice in Córdoba, Argentina between 2001 and 2016?
What are the recurring themes and ideas emerging from this community of practice and in circulation among its artists?
How are these characteristics, themes and ideas similar to and different from the overall community of independent theatre practice in Córdoba, Argentina during the same period?Graduate
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Wembe, Cedric Ghislain. "The significance of participation in educational theatre for young audiences: the case study of Themba Interactive Theatre Company." Thesis, 2013. http://hdl.handle.net/10539/13130.
Full textAbstract:
Thesis (M.A.)--University of the Witwatersrand, Faculty of Humanities, Dramatic Arts, 2013This study examined the significance of participation in educational theatre for young audiences with specific focus on the Interactive Themba Theatre (ITT) Company. The paucity of literature on theatre for young audiences coupled with the controversy surrounding the notion of participation motivated this research. The conceptual framework was based on selected paradigms of participation such as popular, dialogical, extrinsic, peripheral, and integral participation. These paradigms helped young learners to take initiative and to bridge the subject-object distinctions that are often characteristic of the classroom learning process. They enabled learners to be at the center of the learning process. The significance of participation in unpacking themes associated with sexual relationships, peer pressure and teenage pregnancy was revealed through ITT’s educational theatre performances targeted at young audiences, namely The Right Time, Virtual Dynamics, and Is That You?
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"Translanguaging in the Borderlands: Language Function in Theatre for Young Audiences Written in Spanish and English in the United States." Doctoral diss., 2017. http://hdl.handle.net/2286/R.I.43955.
Full textAbstract:
abstract: In the United States, we tend to understand linguistic systems as separate and autonomous, and by this understanding, bilinguals are people who speak two different languages and switch between them. This understanding of bilingualism, however, does not reflect the reality of the way many bilinguals use language. Rather than “code-switch” between two languages, sociolinguists posit that many bilinguals understand their language as a single linguistic system, and choose different elements of that system in different situations, a process termed, “translanguaging.” Translanguaging provides an alternative framework for examining bilingual language as an ideological system in plays, particularly plays which use translanguaged dialogue to describe the experiences of young people who dwell on and cross borders, a category of plays I term, “Border Theatre for Young Audiences (TYA).” This descriptive study utilizes grounded theory and close reading theoretically grounded in border studies and sociolinguistic theory to determine what roles Spanish and English play in Border TYA as autonomous systems, and as pieces of a new, translanguaged system. Playwrights of Border TYA u translanguaging as a structural metaphor for cultural negotiation to examine identity, belonging, and borders. Translanguaging provides subaltern characters a process for communicating their experiences, examining their identities, and describing encounters with borders in their own unique linguistic system. Border TYA, however, does not exclusively translanguage. Border TYA also incorporates monolingual dialogue and translation, and in these instances the languages, Spanish and English, function autonomously as tools for teaching audience members to recognize vocabulary and cultural experience.Dissertation/Thesis
Doctoral Dissertation Theatre 2017
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Leahey, Kristin Ann. "The youth respondent method : an exploration of reception studies with youth in New Work development for Theatre for Young Audiences." Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-05-5245.
Full textAbstract:
I define the youth respondent method as a process by which artists and/or producers involve children and/or young adults through planned theatre activities or discussions with the objective of answering specific questions about the development of the work and collect feedback to improve the text or further the production. This pluralistic practice grants agency for the target audience, while informing the creators of the possibilities of the play and answering challenging questions regarding the work. Considering a continuum that places creative dramatics and children’s theatre at its poles, the youth respondent method demonstrates a merger of the two genres affiliated with youth, theatre, and play. My dissertation documents the youth respondent method’s application in a number of mid-twentieth century and contemporary case studies from the U.S., all of which received national attention through festivals and professional productions at regional theatres throughout the country. These case studies include: Playwright Charlotte Chorpenning’s work with the Goodman Theatre (1940s), Deni Kruger’s play MUDDY BOOTS (2005), Jason Tremblay’s play KATRINA: THE GIRL WHO WANTED HER NAME BACK (2009), Lydia Diamond’s play HARRIET JACOBS (2008), and Duncan Sheik and Stephen Sater’s musical SPRING AWAKENING (2006). This diverse group of plays and musicals relied on variations of the youth respondent method at different stages of their development and production processes, in which youth took the reins to serve as collaborative creators. The child is another essential collaborator in determining how their generation can make a better future through the practice and art of theatre. I examine the dialectics between artists, scholars, producers, and children, applying the youth respondent method. This model strengthens Theatre for Young Audience (TYA) plays while it gives children the agency to learn, exchange ideas, and address subjects that are important to them. TYA is a continually expanding field, although there is a significant lack of scholarship documenting its growth and such important practices as this method. By documenting various forms of the best of this practice, I hope to educate other scholars and practitioners about its vitality.text
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Corey, Bethany Lynn. "The many forms of theatre for the very young : a look into development processes." 2013. http://hdl.handle.net/2152/21649.
Full textAbstract:
As Theatre for the Very Young (TVY) has only begun to be produced in the United States within the past 10 years, little is written about how the work is being developed and produced. This thesis serves to acknowledge the impact international TVY practice has on US work while simultaneously providing insight into development processes. This document questions: What goals, considerations and limitations exist when developing TVY? Who is currently creating TVY? How does the context for the creation of a piece influence the development process and the product? Within this thesis I examine the processes of current TVY practitioners and identity three different organizational structures where TVY is currently being created. I also cite examples from TVY development processes I have engaged in within each organizational structure. Finally, I name how engaging with and in TVY has impacted my evolution as a TVY practitioner.text
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Yagel, Brandon. "Digesting Modern Acting Theory for Young Performers." Master's thesis, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6205.
Full textAbstract:
An actor seeking to improve his craft can find numerous sources containing countless tips and techniques on the art of acting. However, the majority of these books target the adult actor often leaving young performers struggling to understand complex acting theory. With the goals of creating a nurturing learning environment and quality performance work within a compact rehearsal schedule, this thesis project created and evaluated a new synthesis of modern acting theory for directors to use when working with young performers. This technique adapted and coalesced several perspectives on foundational acting theory—specifically looking at the use of a character's wants and actions as described by Bruder et al., Caldarone & Lloyd-Williams, Cohen, Jory, Mamet, and Stanislavski. I tested the developed technique using an independent production of The Cat Who Ran by Naoko Kudo performed by a group of seventh through tenth grade actors.
This thesis shares the process of creating this rehearsal tool with its readers. This process included researching and synthesizing the technique, documenting my process as director and acting coach for The Cat Who Ran, testing the technique throughout the production of The Cat Who Ran, evaluating the effectiveness of the technique through qualitative observation from production team and audience members, and theorizing the potential effectiveness for other scripts. The documentation of the project includes surveys, worksheets, text analysis, and production photos.M.F.A.
Masters
Theatre
Arts and Humanities
Theatre; Theatre for Young Audience Track
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Fahey, Brian Carr. "Connecting theatre for young audiences and community engagement: allowing the issue of bullying in Louis Sachar's There's a boy in the girls' bathroom to ignite dialogue and inform production." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-05-1193.
Full textAbstract:
This thesis presents a reflection on directing There’s a Boy in the Girls’ Bathroom by examining the relationship between the production and community engagement developed for it. It details the process of connecting theatre for young audiences (TYA) and community engagement and discusses how the project that resulted inspired a dialogue concerning bullying. This document addresses these questions: What is the relationship between TYA and community engagement and how can they be closely connected? How can community engagement inform the production of a play for young audiences? This document explores how collaborative partnerships with student audiences and teachers inspired dialogue and influenced production choices. It discusses how participation in multiple community engagement activities resulted in a rich experience for both actors and audience. It includes a discussion about how the work might be translated outside of the university and concludes with reflective practices for connecting TYA and community engagement.text
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Freeman, Emily Rachael. "Feminist performance pedagogy : theatre for youth and social justice." 2013. http://hdl.handle.net/2152/21652.
Full textAbstract:
This thesis describes the use of feminist performance pedagogy in working toward a Theatre for Young Audiences (TYA) practice that engages youth in social justice. Drawing on feminist and pedagogical theories, this document explores the processes of writing, rehearsing, and touring a new social justice play for youth called 'And Then Came Tango.' The qualitative study outlined in this MFA thesis uses feminist research methodologies to analyze the engagement of the playwright, the artistic team working on the production of 'And Then Came Tango,' and the second and third grade audiences that participated in the touring production and post-show workshops. The author weaves personal story throughout the document in order to create new meaning around the research experiences as well as to illustrate the personal dimensions of engaging in the struggle around LGBTQ injustice. The discussion invites future artists, educators, and activists to imagine how theory, aesthetics, artists, and communities collaborate in order to work toward socially just and interactive TYA.text
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Preslová, Natálie. "Ďáblové, lidožrouti a jiní outsideři (Současné francouzské divadlo pro děti a mladé publikum)." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-347809.
Full textAbstract:
The aim of this thesis is to provide the reader with an image of contemporary French theatre intended for children and a young audience. The thesis is divided in two main parts. The first discusses contemporary French drama for this kind of audiences, its state, trends and tendencies, described using examples of individual plays written in the past twenty years, including the latest ones. The second part of the thesis details the facets of contemporary French theatre for children and a young audience, presents the most influential directors and their specific approaches to working with this kind of audiences. From those two outlooks of the given topic, the thesis aims to present the phenomena and specifics of French theatre for children, including comparison with the Czech equivalent. For a better understanding of what the position of French theatre for children is within the context of French culture and what influences shaped it, a part of the thesis is also a brief history of this kind of theatre in France. The author draws from numerous monographs and articles written on the subject, from her own experience with French theatre for children, from numerous topical French conferences she attended and from an internship at Théâtre de Villeneuve.
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Ulrich, Christina Ann. "The evidence-based drama practitioner : the design and implementation of a drama program for very young children with Autism Spectrum Disorder and their parents." Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-05-5726.
Full textAbstract:
This thesis explores the applications of a drama-based intervention program for very young children with Autism Spectrum Disorder (ASD) and their parents. Drama-based pedagogy and practice is merged with behavioral principles from the world of Applied Behavior Analysis (ABA) to create an interdisciplinary program tailored specifically for the unique learning needs of children with ASD. This document offers a comprehensive overview of the history of diagnosis and treatment of ASD and the many factors that can influence relationships between children with ASD and their parents. A drama-based intervention program was designed specifically to address the communication and social skill deficits in children with ASD. In addition, the drama-based intervention program encouraged parents to use responsive teaching strategies to enhance and extend creative play with their child. The document concludes with recommendations for essential components of a drama-based intervention program for very young children with ASD and their parents.text