In presenting The Case for High School Dramatics the writer wishes, in advance, to be relieved of any charge of specious pleading. It is not maintained that the dramatic method offers a panacea for the teaching of English, for she is also an advocate of continuous drill in the fundamental processes. In this case of special pleading, however, the effective points of the dramatic method are emphasized to the best of the pleader's ability, and wholly without prejudice to other satisfactory methods of motivating oral and written English. Several years of study arid observation in the milieu, and the pragmatic teaching by trial and error have placed the writer in a position to plead the case with good conscience. From the theoretical as well as the practical point of view the method stands the pragmatic test — it works. The case is sound. In brief, dramatics is a method particularly applicable to the present-day student material, and, in combination with thorough drill in the fundamentals, seems to justify its constantly increasing influence in the senior high school curriculum.

This thesis records data on the development of The Park Boulevard Players, Plano, Texas, as an innovative school district theatre arts program. Data is organized to illustrate program growth based on educational and performance needs of involved students and community citizens. It proves that high school students are capable of producing summer entertainment worthy of community viewing. Being original in form and content, this thesis should serve as a resourceful guide for similar programs. The thesis contains five chapters arranged in chronological order. After Chapter I, Introduction, three chapters span three separate company seasons: June, 1978; June, 1979; June, 1981. The final chapter summarizes the program and presents evaluations and conclusions.

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My graduation theses are comparing the drama education at basic and art schools in different towns and regions. The first part is dealing with different approaches to drama education from the aspect of different authors. The second part is about comparing drama education at basic schools and art schools. A questioner that reveals different approaches at different schools for both children and teachers and is added.

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How do conventional performance-based models of drama in high schools serve to oppress students? How can Applied Drama models serve to emancipate students? This thesis invites educators to imagine drama programs in high schools as being capable of employing the use of imaginative dramatic arts processes for their emancipatory potential aimed to break oppressive habits and to rehearse alternative dialogue and action in the lives of students. Drama processes in high schools could be designed within an emancipatory paradigm of curriculum-making. Instead of designing drama programs around the goal of producing scripted theatre performances, drama programs in high schools can be designed with the goal of engaging students imaginations. Specifically, Applied Drama processes have the potential to nurture students social and moral imaginations which, in turn, allow students to become more empathetic. Moreover, through dramatic role-play, students enter an imaginary world and rehearse alternative ways of acting in the world. If the dramatic role-play addresses issues of oppression in the world, then the imaginary world presents scenarios in which students can rehearse emancipatory ways of acting and thinking about their lived reality. Specifically, Applied Drama processes are best suited for emancipatory, imaginative drama programs in high schools. In this thesis, I also discuss the importance of reflection in emancipatory drama processes.

How do conventional performance-based models of drama in high schools serve to oppress students? How can Applied Drama models serve to emancipate students? This thesis invites educators to imagine drama programs in high schools as being capable of employing the use of imaginative dramatic arts processes for their emancipatory potential aimed to break oppressive habits and to rehearse alternative dialogue and action in the lives of students. Drama processes in high schools could be designed within an emancipatory paradigm of curriculum-making. Instead of designing drama programs around the goal of producing scripted theatre performances, drama programs in high schools can be designed with the goal of engaging students imaginations. Specifically, Applied Drama processes have the potential to nurture students social and moral imaginations which, in turn, allow students to become more empathetic. Moreover, through dramatic role-play, students enter an imaginary world and rehearse alternative ways of acting in the world. If the dramatic role-play addresses issues of oppression in the world, then the imaginary world presents scenarios in which students can rehearse emancipatory ways of acting and thinking about their lived reality. Specifically, Applied Drama processes are best suited for emancipatory, imaginative drama programs in high schools. In this thesis, I also discuss the importance of reflection in emancipatory drama processes.

O espaço escolar é um dos lugares onde a cultura é manifestada, integrando diferentes valores. Por isso, este estudo tem como objetivo analisar os valores culturais presentes nas produções escritas por adolescentes para a dramatização em período escolar. O estudo foi realizado por meio da análise de textos dramáticos produzidos por alunos de uma escola da rede particular de ensino da cidade de Caxias do Sul. A pesquisa utiliza o método da análise de conteúdo, tendo como corpus textos teatrais produzidos no período dos onze anos de existência da escola selecionada, os quais sinalizam alguns dos aspectos culturais valorizados no período da adolescência. Do estudo dos textos emergiram categorias culturais temáticas que se referem a: relações sociais: família e amizades; cultura regional: traços da cultura italiana e gauchesca; literatura e cinema e passado, futuro e meio ambiente; mídia e tecnologia. A abordagem desses assuntos define aspectos do universo da adolescência, considerado do ponto de vista regional e caracterizado pela mistura de culturas representadas socialmente. Na compreensão das questões culturais, escolares e teatrais, utilizou-se um aporte teórico que definiu alguns termos importantes para a compreensão das manifestações culturais por meio das representações literárias associadas ao teatro, tais como: cultura, identidade, imaginário, adolescência e teatro escolar. O referencial teórico utilizado permitiu o entendimento da cultura e de como os valores aparecem e são articulados nesse grupo, representados pelo texto teatral. Desse modo, o estudo contribui para a compreensão da identidade cultural na adolescência e para os estudos que envolvem a investigação da cultura e da literatura em contexto escolar e regional. / Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-05-14T19:19:03Z No. of bitstreams: 1 Dissertacao Sinara M Boone.pdf: 4488183 bytes, checksum: eee2e10d89d65e9e63be5c8fc1e737b4 (MD5) / Made available in DSpace on 2014-05-14T19:19:03Z (GMT). No. of bitstreams: 1 Dissertacao Sinara M Boone.pdf: 4488183 bytes, checksum: eee2e10d89d65e9e63be5c8fc1e737b4 (MD5) / The school environment is a place where culture is revealed by the integration of different values. This study aims at analyzing cultural values that are disclosed in adolescents written productions assigned in drama classes. The study analyzed drama scripts presented by students of a private school in Caxias do Sul. The research method was based on content analysis and its corpus is a set of drama scripts produced throughout an 11-year-period, which address to some cultural aspects that are valued among adolescents. From the study it was possible to come up with cultural themes related to family and friends; regional culture; traces of Italian and local (gaucho) cultures; literature; movies and the past; (worries about) the future and the environment; media and technology. The approach of such topics is defined by the aspects expressed in the adolescents universe, from a regional point of view which is characterized by a mix of socially represented cultures. In order to understand the topics related to adolescents culture, school and drama aspects, it was employed a theoretical support that defines important terminology to the comprehension of such cultural expression represented by literary relations associated to drama, namely culture, identity, imaginary, adolescence and school drama. The theoretical support employed also allowed the understanding of the culture and how values are shown and are articulated within the group, transcribed through the drama scripts. As a result, this study intends to contribute to the understanding of adolescents cultural identity as well as to further studies that involve the investigation of culture and literature in regional and school contexts.

O espaço escolar é um dos lugares onde a cultura é manifestada, integrando diferentes valores. Por isso, este estudo tem como objetivo analisar os valores culturais presentes nas produções escritas por adolescentes para a dramatização em período escolar. O estudo foi realizado por meio da análise de textos dramáticos produzidos por alunos de uma escola da rede particular de ensino da cidade de Caxias do Sul. A pesquisa utiliza o método da análise de conteúdo, tendo como corpus textos teatrais produzidos no período dos onze anos de existência da escola selecionada, os quais sinalizam alguns dos aspectos culturais valorizados no período da adolescência. Do estudo dos textos emergiram categorias culturais temáticas que se referem a: relações sociais: família e amizades; cultura regional: traços da cultura italiana e gauchesca; literatura e cinema e passado, futuro e meio ambiente; mídia e tecnologia. A abordagem desses assuntos define aspectos do universo da adolescência, considerado do ponto de vista regional e caracterizado pela mistura de culturas representadas socialmente. Na compreensão das questões culturais, escolares e teatrais, utilizou-se um aporte teórico que definiu alguns termos importantes para a compreensão das manifestações culturais por meio das representações literárias associadas ao teatro, tais como: cultura, identidade, imaginário, adolescência e teatro escolar. O referencial teórico utilizado permitiu o entendimento da cultura e de como os valores aparecem e são articulados nesse grupo, representados pelo texto teatral. Desse modo, o estudo contribui para a compreensão da identidade cultural na adolescência e para os estudos que envolvem a investigação da cultura e da literatura em contexto escolar e regional. / The school environment is a place where culture is revealed by the integration of different values. This study aims at analyzing cultural values that are disclosed in adolescents written productions assigned in drama classes. The study analyzed drama scripts presented by students of a private school in Caxias do Sul. The research method was based on content analysis and its corpus is a set of drama scripts produced throughout an 11-year-period, which address to some cultural aspects that are valued among adolescents. From the study it was possible to come up with cultural themes related to family and friends; regional culture; traces of Italian and local (gaucho) cultures; literature; movies and the past; (worries about) the future and the environment; media and technology. The approach of such topics is defined by the aspects expressed in the adolescents universe, from a regional point of view which is characterized by a mix of socially represented cultures. In order to understand the topics related to adolescents culture, school and drama aspects, it was employed a theoretical support that defines important terminology to the comprehension of such cultural expression represented by literary relations associated to drama, namely culture, identity, imaginary, adolescence and school drama. The theoretical support employed also allowed the understanding of the culture and how values are shown and are articulated within the group, transcribed through the drama scripts. As a result, this study intends to contribute to the understanding of adolescents cultural identity as well as to further studies that involve the investigation of culture and literature in regional and school contexts.