Thesis (M. Ed.)--Kutztown State College, 1963. / Source: Masters Abstracts International, Volume: 45-06, page: 2771. Typescript. Includes bibliographical references (leaves 51-53).

Thesis--Wisconsin. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 94-99).

No description available.

Thesis (MArch(Prof)) -- University of Pretoria, 2009. / Includes bibliographical references.

"Principals and teachers are being challenged as never before to provide more abundant living and learning in the schools of America. More and more we hear such typical expressions as; 'the schools should provide the children of our country with real experience in living and learning rather than artificial experiences.' These real experiences are seldom found in the routine presentation of subject matter. Furthermore, teachers cannot hold exclusively to traditional subject matter and make use of the newer concept of education to which they subscribe. Many of the problems of the school have their origin in the community which the school serves. The school cannot solve these problems in isolation or without assistance from the community. One of the primary purposes of education is to improve the quality of community living through more active individual participation in community experiences. To accomplish this we must mobilize the educational forces to use the community as a laboratory of learning"--Introduction. / "August, 1950." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Mildred Swearingen, Professor directing paper. / Includes bibliographical references.

The purpose of this study was to investigate how Teachers¡¦ Drama Workshop established by elementary school teachers, and the systematic and consistent seminars helped increase teachers¡¦ specialty in drama teaching. The feedback to the workshop would be later examined to pass down plans and to develop suitable creative drama curriculum for elementary school. The research outcomes could serve as future reference to drama teaching in performing art. The focus of this study was on how the members in a teachers¡¦ specialized group cooperated, shared and interacted, and on the effectiveness of promoting specialty. This author used action research for investigation, starting from meeting the needs of the subjects involved, holding conversations, finding and solving problems. The conclusions were as follows. 1.Difficulties in promoting performing art curriculum in elementary school included the shortage of teachers, the ineffectiveness of seminars and teachers¡¦ lack of specialized knowledge. 2.The key to improve performing art curriculum and teaching was a systematic teacher training program. 3.Teachers¡¦ specialized groups helped teachers promoting the specialty, and shared and enriched their knowledge. 4.The feedback program helped teachers solving problems, and learned by teaching. 5.Teachers paid more attention on teaching goals when teaching drama. 6.As curricular designs differed in advantages, different designs should be well combined to make good use of all the advantages. 7.Creative drama curriculum in elementary school should include body exploring, sound and facial expression, puppets and masks, improvisation, storytelling, storytelling theater, drama appreciation, drama creation, exhibition and show. 8.There should be more than eight creative drama lessons in a semester and twenty lessons in a school year. 9.The content of creative drama teaching should be altered in proportion as the cognitive development of students changed. To succeed was to inspire students and cultivate their abilities year by year. 10.Designing and developing the Creative drama teaching lessons should experenced some stages, from brewing/preparation, development, integration to realization. During the process, some steps were also crucial, such as analyzing, discussing, designing, practicing, examining and correcting. The researcher offered the following suggestions. 1.The most important mission so far was teacher training. 2.Teachers should join more related seminars to increase their specialized knowledge in creative drama. 3.Creative drama curriculum should be promoted in elementary school to encourage open and multi learning and to help students develop fine personalities. 4.Curriculum should be put into practice step by step, and students¡¦ changes would thus be clearly traced. 5.Teachers should be encouraged to establish specialty groups of performing art, to form unions for strategy exchange so as to share and enrich their knowledge. This author also offered five points to ponder, hoping these research outcomes would be helpful reference for upgrading performing art teaching and enriching students¡¦ learning experience.

No description available.

Thesis (Ed. D.)--Washington State University, May 2008. / Includes bibliographical references (p. 101-109).

Thesis (M.Ed.)--Memorial University of Newfoundland, 2004. / Bibliography: leaves 182-189.

Thesis (Ph. D.)--Illinois State University, 1994. / Title from title page screen, viewed April 6, 2006. Dissertation Committee: Larry Kennedy, John McCarthy (co-chairs), William Tolone, George Padavil. Includes bibliographical references (leaves 243-254) and abstract. Also available in print.