Systems of power in traditional theatrical and educational models may lead to controlled, efficient classrooms, but they do not help us facilitate creative, collaborative spaces. These power structures privilege some people over others and all people over environmental concerns. Eco-theatre artists emphasize the agency of more-than-human materials and encourage us to see our environment as a collaborator. Using eco-theatre theories in a synthesized methodology, this thesis explores how facilitators might interact differently with students and surroundings to disrupt power structures and lead to more inclusive collaborations. What tools and practices help students embrace challenges and work through tensions on their own? How might students complicate their understanding of identity to see the world from new perspectives? The educator's role is examined and discussed in two projects: "Sprouting Imaginations," an outdoor storytelling class for elementary school children, and The Grumpiest Boy in the World, a show for young audiences, performed by adults, and produced at Maples Repertory Theatre.
| Identifer | oai:union.ndltd.org:ucf.edu/oai:stars.library.ucf.edu:etd2020-2100 |
| Date | 01 January 2022 |
| Creators | Tokach, Sage |
| Publisher | STARS |
| Source Sets | University of Central Florida |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Electronic Theses and Dissertations, 2020- |
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