Global ETD Search

51	"I Am More Than an Inmate...": Re/Developing Expressions of Positive Identity in Community-Engaged Jail Performance Guse, Anna January 2020 (has links) No description available. Performing Arts Theater Theater Studies theatre performance performance studies theatre studies jail performance prison performance community engagement community-engaged performance community-based theatre community-based performance applied theatre devised theatre
52	An Ensemble of Difference: : Understanding(s) of Participant Experiences and Learning in a Heterogenous Adult Community Drama Class of First and Second Language Speakers in Sweden Ouellette-Seymour, Julia January 2023 (has links) This case study research aimed to explore, understand, and compare the experiences of individuals participating in a heterogeneous adult community drama class in Central Sweden. Drawing from classical pragmatism and employing a conceptual framework rooted in sociocultural theory, the study utilized semi-structured interviews, open-questionnaire responses, and participant observations to collect data which was analyzed through reflexive thematic analysis. Key findings indicated that participants generally viewed their engagement in the class positively while also recognizing the challenges and complexities of working within a mixed-language level group. As such, participants identified diverse motivations and preferences which informed their expectations and impressions of participation. As well, Swedish L2 learners of various levels and Swedish L1 speakers identified distinct challenges and opportunities in relation to learning and navigating language within the class context. Despite identified challenges, the high degree of group diversity emerged as a centrally important and beneficial feature of participation by facilitating opportunities to learn and assist one another in a supportive community environment through mediation. Subsequently this paper offers recommendations for transferable contexts to mitigate language-related challenges based on participant accounts and observations. Moreover, this study seeks to contribute to the fields of comparative education and applied drama through its focus on exploring and examining possibilities and consequences of heterogenous group learning among adults and in a community drama class. Consequently, the results of the study may be useful in adult education settings, applied drama contexts, and among policymakers interested in exploring participatory learning approaches, particularly in relation to supporting migrant individuals and migrant integration. Adult Education Lifelong Learning Drama in Education Drama in L2 Applied Drama Adult Learning & Education Applied Theatre Language Learning Community Drama Non-formal Education Migrant Integration Cultural Learning Heterogenous Learning SLA Ethnographic Case Study Vygotsky Pragmatism Educational Sciences Utbildningsvetenskap
53	IN SEARCH OF A POLYPHONIC COUNTERNARRATIVE: COMMUNITY-BASED THEATRE, AUTOPATHOGRAPHY, AND NEOLIBERAL PINK RIBBON CULTURE Senff, Sarah A. 19 August 2013 (has links) No description available. Theater Theater Studies Medical Ethics Pedagogy Performing Arts Fine Arts Womens Studies pink ribbon neoliberalism community-based theatre autopathography storytelling illness narrative counternarrative My Left Breast Susan Miller breast cancer breast cancer culture theatre in health education medical humanities applied theatre
54	Re-embodying jurisprudence: using theatre and multimedia arts-based methods to support critical thinking, feeling and transformation in law Dhaliwal, Manpreet (Preeti) Kaur 01 May 2017 (has links) This thesis offers theoretical and practical explorations of how multimedia arts-based methods and embodied storytelling support critical and transformative understandings of law. Using theatre as both subject and method, the author demonstrates how laws live in bodies, with a focus on race, whiteness, migration and the Komagata Maru. Drawing on various theatre practices as well as critical race, feminist and performance scholarship, the author calls for a new way of interacting with law: jurisprudential theatre. Jurisprudential theatre is a method that employs autobiography, utopian visioning, legal research and audience involvement to create plays that examine existing law while filling affective spaces that existing law neglects. This method builds an alternate archive that supplements existing laws but can also be used to study them. The author explains the method through a performance art piece titled Re-embodying. She then uses jurisprudential theatre to examine the legal history of the Komagata Maru through case law and two play texts, all of which lay the groundwork for the method’s application in the first draft of a play titled Eustitia. “Rather than laying my life and research out in a chronological, linear fashion with smooth transitions, this thesis blends scholarly, autobiographical, episodic and creative writing – sometimes abrupt, sometimes guided. This framework takes you on a journey to the Komagata Maru through my experiences and understandings of race, whiteness, law and trauma. This thesis asks you to bear witness while offering you life stories, performance art, the draft of a play, images and academic prose. I invite you to join me in a creative and performative process that will move you beyond the confines of the page to online worlds and internal realms. Why? To study and experience (as best we can in a text-based relationship) the internal and embodied consequences of law alongside its external, material and relational impacts.” / Graduate / 0465 / 0398 / 0631 / dhaliwal.preeti@gmail.com Critical Race Theory Storytelling Race Theatre Trauma Whiteness Komagata Maru MV Sun Sea Erasure Performance Studies Performance Art Witness Autobiography Law Legal History White Supremacy Critical race Embodiment Critical legal migration immigration law Applied theatre performance repertoire jurisprudence legal imagination Decolonization
55	Drama Pedagogies, Multiliteracies and Embodied Learning: Urban Teachers and Linguistically Diverse Students Make Meaning Yaman Ntelioglou, Burcu 16 December 2013 (has links) Drawing on theoretical work in literacy education, drama education and second language education, and taking account of poststructuralist, postcolonial, third world feminist, critical pedagogy, and intersectionality frameworks, this dissertation presents findings from an ethnography that critically examined the experiences of English language learners (ELLs) in three different drama classrooms, in three different high school contexts. More specifically, this multi-site study investigated two aspects of multiliteracies pedagogy: i) situated practice and ‘identity texts’ (Cummins et al., 2005; Cummins, 2006a) and ii) multimodality and embodied learning by overlaying, juxtaposing, or contrasting multiple voices (Britzman, 2000; Gallagher 2008; Lather 2000) of drama teachers and their students to provide a rich picture of the experiences of ELLs in drama classrooms. The diverse drama pedagogies observed in the three different drama contexts offer possibilities for a kind of cultural production proceeding from language learning through embodied meaning-making and self-expression. The situated practice of drama pedagogies provided a third space (Bhabha, 1990) for the examination of students’ own hybrid identities as well as the in-role examination of the identities of others, while moving between the fictional and the real in the drama work. The exploration of meaning-making and self-expression processes through drama, with attention to several aspects of embodied learning—from concrete, physical and kinesthetic aspects, to complex relational ones—was found to be strategic and valuable for the language and literacy learning of the English language learners. The findings from this study highlight the role of embodied forms of communication, expression and meaning-making in drama pedagogy. This embodied pedagogy is a multimodal form of self-expression since it integrates the visual, audio, sensory, tactile, spatial, performative, and aesthetic, through physical movement, gesture, facial expression, attention to pronunciation, intonation, stress, projection of voice, attention to spatial navigation, proximity between speakers in space, the use of images and written texts, the use of other props (costumes, artefacts), music and dance. The dialogic, collective, imaginative, in-between space of drama allows students to access knowledge and enrich their language and literacy education through connections to the real and the fictional, to self/others, to past and present experiences, and to dreams about imagined selves and imagined communities (Kanno & Norton, 2003). Drama Second Language Education Literacy Education English as a Second Language English as an additional language Identity texts English Language Learners Ethnographic Research Multi-sited Ethnography Applied Theatre Applied Drama ESL ELL Pedagogy Multimodality Multiliteracies Embodied Learning Reading Writing Listening Speaking Linguistic Diversity Situated Practice Critical Framing Third-world feminism poststructuralism postcolonialism critical pedagogy Urban Education High School Students Linguistic and Cultural Diversity 0515 0279 0340 0282
56	Drama Pedagogies, Multiliteracies and Embodied Learning: Urban Teachers and Linguistically Diverse Students Make Meaning Yaman Ntelioglou, Burcu 16 December 2013 (has links) Drawing on theoretical work in literacy education, drama education and second language education, and taking account of poststructuralist, postcolonial, third world feminist, critical pedagogy, and intersectionality frameworks, this dissertation presents findings from an ethnography that critically examined the experiences of English language learners (ELLs) in three different drama classrooms, in three different high school contexts. More specifically, this multi-site study investigated two aspects of multiliteracies pedagogy: i) situated practice and ‘identity texts’ (Cummins et al., 2005; Cummins, 2006a) and ii) multimodality and embodied learning by overlaying, juxtaposing, or contrasting multiple voices (Britzman, 2000; Gallagher 2008; Lather 2000) of drama teachers and their students to provide a rich picture of the experiences of ELLs in drama classrooms. The diverse drama pedagogies observed in the three different drama contexts offer possibilities for a kind of cultural production proceeding from language learning through embodied meaning-making and self-expression. The situated practice of drama pedagogies provided a third space (Bhabha, 1990) for the examination of students’ own hybrid identities as well as the in-role examination of the identities of others, while moving between the fictional and the real in the drama work. The exploration of meaning-making and self-expression processes through drama, with attention to several aspects of embodied learning—from concrete, physical and kinesthetic aspects, to complex relational ones—was found to be strategic and valuable for the language and literacy learning of the English language learners. The findings from this study highlight the role of embodied forms of communication, expression and meaning-making in drama pedagogy. This embodied pedagogy is a multimodal form of self-expression since it integrates the visual, audio, sensory, tactile, spatial, performative, and aesthetic, through physical movement, gesture, facial expression, attention to pronunciation, intonation, stress, projection of voice, attention to spatial navigation, proximity between speakers in space, the use of images and written texts, the use of other props (costumes, artefacts), music and dance. The dialogic, collective, imaginative, in-between space of drama allows students to access knowledge and enrich their language and literacy education through connections to the real and the fictional, to self/others, to past and present experiences, and to dreams about imagined selves and imagined communities (Kanno & Norton, 2003). Drama Second Language Education Literacy Education English as a Second Language English as an additional language Identity texts English Language Learners Ethnographic Research Multi-sited Ethnography Applied Theatre Applied Drama ESL ELL Pedagogy Multimodality Multiliteracies Embodied Learning Reading Writing Listening Speaking Linguistic Diversity Situated Practice Critical Framing Third-world feminism poststructuralism postcolonialism critical pedagogy Urban Education High School Students Linguistic and Cultural Diversity 0515 0279 0340 0282

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