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Tesis sobre el tema "Playbuilding"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 21 de febrero de 2023

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1

Lovesy, Sarah Caroline, University of Western Sydney, of Arts Education and Social Sciences College, and School of Education. "Drama education secondary school playbuilding : enhancing imagination and creativity in group playbuilding through kinaesthetic teaching and learning." THESIS_CAESS_EDU_Lovesy_S.xml, 2003. http://handle.uws.edu.au:8081/1959.7/787.

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This research investigates the drama eduction form of playbuilding, and particularly the phenomenon of kinaesthetic teaching and learning which is aimed at enhancing group imagination and creativity. Playbuilding is a process whereby groups of students devise and act in their own plays using a variety of dramatic elements and theatrical conventions. This research explores the playbuilding learning experiences of two secondary school drama classes and the playbuilding teaching experiences of four drama teachers. The research underpins current drama and theatre education praxis that relates to l
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2

Lovesy, Sarah Caroline. "Drama education secondary school playbuilding : enhancing imagination and creativity in group playbuilding through kinaesthetic teaching and learning." Thesis, View thesis, 2003. http://handle.uws.edu.au:8081/1959.7/22408.

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This research investigates the drama eduction form of playbuilding, and particularly the phenomenon of kinaesthetic teaching and learning which is aimed at enhancing group imagination and creativity. Playbuilding is a process whereby groups of students devise and act in their own plays using a variety of dramatic elements and theatrical conventions. This research explores the playbuilding learning experiences of two secondary school drama classes and the playbuilding teaching experiences of four drama teachers. The research underpins current drama and theatre education praxis that relates to l
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3

Lovesy, Sarah Caroline. "Drama education secondary school playbuilding : enhancing imagination and creativity in group playbuilding through kinaesthetic teaching and learning /." View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20051129.144927/index.html.

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4

Wong, Jennifer. "Playbuilding: Considering Identities, Agency and Self-Efficacy." Thesis, Griffith University, 2018. http://hdl.handle.net/10072/382031.

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The purpose of this study is to examine the role improvisatory and collaborative playbuilding processes play in enabling positive self-efficacy in children from low-income homes in Singapore. The study also examines how shifts in identities and agency, and the participants’ relationship with a facilitator outside of the low-income community affected the young people’s perceptions of selves and opened up the space for them to reflect on their possible futures. This thesis discusses the findings from a thirty-two-hour playbuilding programme with a group of sixteen children from a subsidized publ
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5

Melnik, Laurie. "THE ROLE OF OTHER:AN EXPLORATION OF A FACILITATOR'S ROLE IN PLAYBUILDING WITH ECONOMICALLY DISADVANTAGED ADOLESCENT WOMEN." Master's thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3863.

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During the Fall 2007 semester, I facilitated the devising of a new play with students from a school located in St. Louis, Missouri. As an employee of a mid-America prominent regional theatre company, the organization partnering with the school on this project, I was hired as the teaching artist who oversaw the students' playwriting. Both the school and the regional theatre company hoped my being there would assist the girls in writing a play that connected to their Top 20 Teens curriculum as well as demonstrate the high standards that are expected of them by their school's administration. This
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6

Simons, Jennifer, University of Western Sydney, of Arts Education and Social Sciences College, and School of Social Ecology and Lifelong Learning. "Enhancing the use of professional craft knowledge in process drama teaching." THESIS_CAESS_SELL_Simons_J.xml, 2002. http://handle.uws.edu.au:8081/1959.7/720.

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The research articles in this portfolio describe and analyse how process drama teachers use the special combination of content knowledge, pedagogical knowledge and knowledge gained in 'lifeworld' experiences (described in this portfolio as their 'professional craft knowledge') in order to promote learning. These publications also provide a detailed description of methods used in pre-service teacher education at the University of Sydney to enhance the development of professional craft knowledge in beginning teachers. The studies in this portfolio are framed within an interpretative research par
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7

Melnik, Laurie Christina. "The role of other an exploration of a facilitator's role in playbuilding with economically disadvantaged adolescent women /." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002119.

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8

O'Brien, Sharon. "Collaboration: A Process in Understanding." Thesis, The University of Arizona, 2005. http://hdl.handle.net/10150/193290.

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After years of education, many people enter the workforce without the team-working skills fundamental in today's innovation economy. As one of the primary goals of education is to prepare students for the workforce, a shift from individual learning to collaborative learning is recommended. One way to incorporate collaborative learning in formal education is through students' engagement in the collaborative development of plays. When understanding of collaboration is achieved, according the theories of Teaching for Understanding, the learner can apply knowledge outside of the domain in which it
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9

Gore, Rosemary Anne. "The Kartini Project." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/35809/1/35809_Digitised%20Thesis.pdf.

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This project is an account of one teacher's journey with her students, across cultural boundaries in search of creating authentic Asian/Australian Drama experiences. The project explores the notion of establishing a shared cultural context. The early chapters focus on the background influences that determine where and how the project is set. Subsequent chapters provide an account of the innovative use of dramatic forms used in preparation for the fieldwork, then account of the fieldwork and post classwork. The study ends with a series of recommendations for any teacher intending to undertake
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10

Simons, Jennifer. "Enhancing the use of professional craft knowledge in process drama teaching." Thesis, View thesis, 2002. http://handle.uws.edu.au:8081/1959.7/720.

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The research articles in this portfolio describe and analyse how process drama teachers use the special combination of content knowledge, pedagogical knowledge and knowledge gained in 'lifeworld' experiences (described in this portfolio as their 'professional craft knowledge') in order to promote learning. These publications also provide a detailed description of methods used in pre-service teacher education at the University of Sydney to enhance the development of professional craft knowledge in beginning teachers. The studies in this portfolio are framed within an interpretative research par
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11

Coleman, Sarah Howe. "Theatre and citizenship : playbuilding with English language learner youth." Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-05-5655.

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As the number of non-native English speakers in US schools continues to rise, there is growing need to find a way to teach English while still engaging with students’ fluid identities around citizenship and national identity. This MFA thesis document explores the impact of an autobiographical playbuilding project with refugee and immigrant youth. The mixed-methods study uses a quantitative performance assessment scale and grounded theory analysis of playscript and performance to examine how students’ definition and understanding of citizenship is activated through the pedagogy and practice of
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12

Hardin, Benjamin James. "Playbuilding identity with preservice theatre teachers : an exploration through drama." Thesis, 2014. http://hdl.handle.net/2152/26841.

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During the fall 2013 semester, a group of seven preservice theatre teachers engaged in a devised playbuilding project with the aim of exploring and interrogating their own identities. This thesis uses identity theory and the methodology of playbuilding as qualitative phenomenological research to interrogate the multiple identities of the preservice theatre teacher. Through qualitative analysis of that playbuilding process, this thesis reports on the perceptions, experiences, and stories of seven participants currently enrolled in the BFA Theatre Studies program at The University of Texas at Au
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13

Martin, Noah James. "Perspectives through play : playbuilding as participatory action research in arts-based professional development." 2013. http://hdl.handle.net/2152/21651.

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This thesis document presents a case study of a professional development playbuilding process at a public elementary school located in Austin, Texas. The study argues that playbuilding is a form of participatory action arts-based research particularly when positioned within the professional development setting. This qualitative study uses a narrative thematic analysis of the playbuilding process and workshop performance to examine how reflective and reflexive practice is situated within playbuilding as professional development. The document concludes with a discussion of the limitations and tr
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14

Bishop, Kathy. "Spinning red yarn(s): Being Artist/Researcher/Educator Through Playbuilding as Qualitative Research." Thesis, 2014. http://hdl.handle.net/1828/5853.

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This research was simultaneously collective and individual. In this dissertation, my team and I inquired into what it means to undertake playbuilding as qualitative research and be a practitioner, specifically focusing on the roles of artist, researcher, and educator from an applied theatre graduate student perspective. I drew upon the methodological and theoretical frameworks of playbuilding as qualitative research and a/r/tography. Playbuilding as qualitative research offers creative methods for un/re/covering collective and affective ways of knowing. A/r/tography offers the opportunity to e
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15

Weigler, William. "Engaging the power of the theatrical event." Thesis, 2011. http://hdl.handle.net/1828/3575.

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In this dissertation, I advance the question of what it means for applied theatre artists to give voice to the community members with whom they work. The study engages with some of the ethical and aesthetic tensions that emerge when one group of people (artists) is entrusted with giving dramatic form to the lived experience of another group (community members). The central premise of the dissertation is that when community participants increase their independent capacity to devise dynamic and compelling theatre, they achieve greater agency. Using a grounded theory analysis, I theorize qualitie
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