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This thesis document is a revisiting of the technical direction of Southern Illinois University's production of RENT. In it, in Chapter One, you will see background on the production itself with a table illustrating a breakdown of scenes from the script and technical challenges for each. Following this, Chapter Two begins discussion of the process I, as the technical director, went through, including preparation, the build itself, and the strike process. The final chapter of this document is a self-reflecting section where the issues I encountered during the process are addressed, and ways I can improve as a technical director are indicated.

This paper is a in depth review of a designer’s process over the course of three years of graduate school, culminating in a scenic design for Side Show. A narrative account of a design from early stages through final evaluation, this essay hardly resembles a thesis paper at all. With Side Show as a framework through which the author traces improvement in craft skills, design thinking, and critical evaluation, she offers supporting evidence in the form of drawings, draftings, models, and research. In addition to these relevant design materials, the designer presents proofs of her own personal growth, both as a student and as a designer. / Theater

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This dissertation demonstrates that seventeenth-century dramatists and theatrical practitioners invented a dazzling series of specialized technologies for representing space. I argue that ubiquitous stage technologies, such as doors, props, musical instruments, and curtains, were used to create a dynamic sense of location—both fictional locations within the represented action and the audience’s location within a specific theater structure. Scholarship on the early modern spatial imaginary has tended to focus on broader cultural changes in how English people understood the world around them, in part through the massive growth of London as an urban center, and in part through England’s burgeoning empire and increasing contact with the world beyond its shores. At the same time, theater scholars have increasingly emphasized the material conditions of theatrical production, including the composition of theatrical companies, the features of different theater buildings, and the nature of costumes and cosmetics. My research extends this theater historical work to show how the details of theatrical practice shaped perceptions of space, including the space of the theater itself as well as the rapidly expanding sense of both urban and global space outside the theater’s walls. My chapters are organized around the different tools used to represent particular types of place, while also tracing a chronological development marked by both continuity and change. In part, this means looking back towards the theatrical traditions out of which this drama sprang, as when I show how the disposition of stage doors in Roman New Comedy or the use of props in medieval morality plays were redeployed by playwrights such as Ben Jonson or Thomas Dekker. I also argue for a more complex relationship than we have assumed between the spatial arrangements of the prewar Shakespearean stage and that of the Restoration. While the introduction of painted scenery is typically taken to mark a break in how space was represented onstage, I establish that playwrights in this era continued to experiment with many of the same spatial techniques used by their precursors in the prewar theaters. By carefully tracing how the same spatial tools – the movement of actors in and out of the doors, the management of discovery spaces, and the positioning of musicians and sound machines – continued to be used alongside the painted scenery, I help us see more clearly how those tools were already active in shaping the perception of theatrical space in the pre-1642 theaters.

Illustrative matter in pocket. / Digitized by Kansas Correctional Industries

Com esta pesquisa busquei constituir cenários para investigação para as aulas de matemática a partir da produção decorrente de pesquisas realizadas no Projeto de Iniciação Científica no Instituto Federal de Educação, Ciência e Tecnologia Catarinense - Campus Rio do Sul. Para atingir os objetivos propostos por esta pesquisa, elaborei uma possibilidade educacional através da investigação de situações-problema da vida real, o que possibilitou identificar e significar os conceitos matemáticos em análise. A pesquisa foi embasada na teoria da Transposição Didática, discutida por Chevallard, com o intuito de auxiliar no trabalho de adaptar e transformar os conhecimentos produzidos em projetos de Iniciação Científica para um conhecimento que possa ser desenvolvido e produzido em sala de aula. Para que a transposição viesse acontecer num viés reflexivo procurei discutir a Educação Matemática Crítica, segundo Skovsmose. Provocando assim, uma reflexão sobre os conteúdos matemáticos envolvidos e a realidade inerente ao contexto. Ao procurar interagir os pressupostos teóricos com a realidade, atingi o objetivo da pesquisa e denominei este trabalho de Transposição Didática Reflexiva, com o intuito de unir as duas teorias num processo em que o saber a ser ensinado seja adaptado de forma a provocar reflexões, instituindo um cenário para investigação que propicie a participação do aluno no processo, provoque discussões e tomada de decisão, de modo a instigar o sujeito a ser transformador de sua própria realidade. Adotei na pesquisa uma abordagem qualitativa e para a coleta de dados desenvolvi a possibilidade educacional com as primeiras séries do Ensino Médio, observando as atitudes e considerações dos alunos perante as atividades propostas. Também apresento um quadro de limitações que permearam a proposta e como produto final, apresento três propostas de roteiros de aprendizagem que visam subsidiar outros professores que desejem desenvolver possibilidades educacionais, num viés que possibilite a constituição de um cenário para investigação de modo a instigar a curiosidade, o espírito investigativo e a criticidade dos sujeitos envolvidos no processo pedagógico. / Through this work I aimed at building investigative sceneries for the mathematics lessons from the current researches development carried through the Scientific Initiation Project of the Catarinense Federal Institute of Education, Science and Technology - Campus of Rio do Sul. In order to reach the objectives set for this research, I developed an educational possibility through the investigation of real life problem-situations, which allowed me to identify and make sense of the analyzed mathematical concepts. The research was based on the Didactic Transposition theory - stated by Chevallard - aiming at getting support to the work in order to adapt and transform the knowledge produced with the projects of Scientific Initiation into a knowledge that can be developed and be produced into the classroom. So that the transposition happened into a reflective bias I tried to discuss the Critical Mathematical Education in accordance with Skovsmose, then bringing a reflection on the involved mathematical contents and the reality inherent to the context. When aiming at getting the interaction between the theoretical presuppositions and the reality, I reached the objective of this research and named this work as Reflective Didactic Transposition, intending to join the two theories into a process in which the knowledge to be taught be adapted to be reflectionsprovoking offering an investigation scenery that propitiates the participation of the student into the process and bringing discussions and decision taking, instigating the student - as an individual - to be the one who transforms his/her own reality. I used a qualitative approach in the research, and for the data collection I implemented the educational possibility at Junior High School classes, observing the attitudes and considerations of the students face the proposed activities as well. I also present a limitations figure that interfered with the proposal, and as the final result I present three learning approaches aimed at subsidizing other teachers who want to develop educational possibilities on a bias that turn into possible the constitution of a research scenery in order to instigate the curiosity, the investigative spirit and the critical view of the individuals involved in the pedagogical process.

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Kurybinis darbas, tai Jonathan'o Swift'o "Guliverio kelionių" vizuali interpretacija: scenografijos maketai ir kostiumų eskizai. Spektaklis skirtas vaikams, todėl pasirinkau kurti scenografiją Swift'o aprašytoms milžinų ir liliputų karalystėms. Darbą sudaro keturi scenovaizdžio maketai ir žaidimo principu pateikiami kostiumų ir scenovaizio eskizai. / This creative work, by Jonathan Swift "Gulliver's travels", is a visual interpretation - scenography models and costume sketches. Performance is dedicated for children, therefore i choose to make scenography for Swift's described kingdoms of giants and liliputians. Work consists of four models of scenery and sketches of costume and scenery, presented according to game principle.