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Exploration of Teaching EL Students Using the Arts with the Focus on Theatre Arts
Title
Exploration of Teaching EL Students Using the Arts with the Focus on Theatre Arts.
Creator
Quintero, Carinita, Listengarten, Julia, Horn, Elizabeth, Mihai, Florin, University of Central Florida
Abstract / Description
Education has become a revolutionary field in which constant change and diversification of students in the classroom has sought for much differentiation in lessons and instructions. One of the popular forms for differentiation is that of drama or theatre techniques. Theatre has been used in many forms for fostering education. One of the elements from ESL teacher's experience is using theatre in the English as a Second Language classroom or EL class to aid students in learning English. The...
Show moreEducation has become a revolutionary field in which constant change and diversification of students in the classroom has sought for much differentiation in lessons and instructions. One of the popular forms for differentiation is that of drama or theatre techniques. Theatre has been used in many forms for fostering education. One of the elements from ESL teacher's experience is using theatre in the English as a Second Language classroom or EL class to aid students in learning English. The study focused on the influence theatre arts components have on students learning English as a second language. I proposed to present a detailed look at the influence of taking a theatre course for the EL students, as well as, using Theatre in the Language Arts classroom. I intended to incorporate observations and evaluations throughout the process to measure the level of English. Data from the evaluations was used for the analyzing of improvement or lack thereof English.
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Date Issued
2018
Identifier
CFE0007079, ucf:52019
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007079
A PERSONAL EXPLORATION INTO THE ETHICS AND RESPONSIBILITIES OF A THEATRE TEACHING ARTIST
Title
A PERSONAL EXPLORATION INTO THE ETHICS AND RESPONSIBILITIES OF A THEATRE TEACHING ARTIST.
Creator
Dunn , Amie, Weaver , Earl, University of Central Florida
Abstract / Description
As an artist in the field of theatre for young audiences, I encounter many definitions of ÂÂ'teaching artist,ÂÂ' and within each definition lies a new set of physical, educational, and psychological responsibilities. While the term ÂÂ'teaching artistÂÂ' continues to evolve and grow, I am interested in exploring a common struggle among teaching artists: What does it mean to be an ethical and responsible...
Show moreAs an artist in the field of theatre for young audiences, I encounter many definitions of ÂÂ'teaching artist,ÂÂ' and within each definition lies a new set of physical, educational, and psychological responsibilities. While the term ÂÂ'teaching artistÂÂ' continues to evolve and grow, I am interested in exploring a common struggle among teaching artists: What does it mean to be an ethical and responsible teaching artist? This thesis allows me to create a personal definition of ÂÂ'teaching artistÂÂ' while exploring the relationship between responsibility, ethics, and community-based teaching. I begin by formulating my current understanding and beliefs about what it means to be a responsible teaching artist. I research how others in the TYA field, specifically Michael Rohd, Stephani Etheridge Woodson and Barbara McKean have dealt with issues of ethics and responsibility through four specific questions: How does my personal culture, race, gender, sexual orientation, and beliefs positively or negatively affect the work I do with young people? How does a teaching artist manage an environment in which there are inherently therapeutic qualities, without stepping into the role of therapist, and maintain a healthy relationship with the young people and the work? How do teaching artists maneuver through a structure where the ideologies of the teacher are guiding the project on a macro level but not a micro level? Is it possible or necessary to share responsibility with young people? As a reflective artist I canÂÂ't help but question, challenge, and rethink choices I make in facilitation. I would venture to say it would be irresponsible not to do so. I am hopeful this exploration will not only improve my personal teaching but also allow and inspire others to take a look at their practice in terms of ethics and responsibility.
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Date Issued
2010
Identifier
CFE0003012, ucf:48339
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003012
The Artistry of Accessibility: Creating Theatre with and for Students on the Autism Spectrum
Title
The Artistry of Accessibility: Creating Theatre with and for Students on the Autism Spectrum.
Creator
Brunow, Sara, Listengarten, Julia, Ingram, Kate, Niess, Christopher, Kovac, Kim, University of Central Florida
Abstract / Description
Theatre is a place where all can come together and have an experience regardless of ethnicity, gender, sexuality, or ability. As a theatre maker and teaching artist, how do I create inclusion and augment social awareness by designing and implementing theatrical experiences for a specific audience? In this personal exploration of inclusive theatre practices (Sensory Friendly Theatre, Inclusive Arts Integration, and Multi-Sensory Theatre) I will examine my experience of creating and adapting...
Show moreTheatre is a place where all can come together and have an experience regardless of ethnicity, gender, sexuality, or ability. As a theatre maker and teaching artist, how do I create inclusion and augment social awareness by designing and implementing theatrical experiences for a specific audience? In this personal exploration of inclusive theatre practices (Sensory Friendly Theatre, Inclusive Arts Integration, and Multi-Sensory Theatre) I will examine my experience of creating and adapting theatre with and for students with Autism Spectrum Disorder. My process has a three-pronged approach: adapting an established production using a Sensory Friendly model; adapting an arts integration facilitation in an inclusive elementary classroom; and collaboratively creating a sensory-based theatrical experience with other artists and students with cognitive disabilities. Through these experiences, I strive to uncover how developing theatre for this specific audience has challenged me to grow as an artist and activist.
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Date Issued
2015
Identifier
CFE0006027, ucf:51003
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006027
THE ECONOMICS OF A YOUNG AUDIENCE
Title
THE ECONOMICS OF A YOUNG AUDIENCE.
Creator
Bosley, Cicely, Weaver, Earl, University of Central Florida
Abstract / Description
As a theatre for young audiencesÂÂ' (TYA) teacher, artist, and administrator, I seek to explore where and how TYA fits into business and economic models to open a dialogue between TYA practitioners and business administration professionals. Through this qualitative study, I endeavor to foster a new language for TYA practitioners to enhance fundraising and audience development. By its own definition, TYA is a hybrid field that strives for both artistic form and educative...
Show moreAs a theatre for young audiencesÂÂ' (TYA) teacher, artist, and administrator, I seek to explore where and how TYA fits into business and economic models to open a dialogue between TYA practitioners and business administration professionals. Through this qualitative study, I endeavor to foster a new language for TYA practitioners to enhance fundraising and audience development. By its own definition, TYA is a hybrid field that strives for both artistic form and educative function. With a dual focus of form and function, administrators struggle to advocate for TYA organizations within existing models. To move through this challenge, I look to analyze select extant models in an effort to address a new hybrid model that better suits a hybrid field. This project arises from the persistent challenges found within the TYA field of defining and valuing our work for and with young people, so I approach this research as a TYA practitioner seeking tools for advocacy. Through my work as a teacher and artist moving into a business office, I observed marketing and development directors from the non-TYA fields challenged by the nature of our work. Paralleling that challenge, I struggle to articulate the necessity of my work with young people as equal to the importance of artistic excellence. My research leads me to believe that TYA does not neatly affix to any business model, but an analysis and marriage of several models may create a working model which TYA practitioners can employ.
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Date Issued
2010
Identifier
CFE0003003, ucf:48372
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003003
DEVELOPING THE INDIVIDUAL TO STRENGTHEN THE WHOLE: THE APPLICATION OF VIEWPOINTS TRAINING TO IMPACT THE SOCIAL COGNITIVE DEVELOPMENT OF ACTORS IN A HIGH SCHOOL ENSEMBLE
Title
DEVELOPING THE INDIVIDUAL TO STRENGTHEN THE WHOLE: THE APPLICATION OF VIEWPOINTS TRAINING TO IMPACT THE SOCIAL COGNITIVE DEVELOPMENT OF ACTORS IN A HIGH SCHOOL ENSEMBLE.
Creator
Horn, Elizabeth, Listengarten, Julia, University of Central Florida
Abstract / Description
This research explores the application of Viewpoints and Composition training with a cast of high school students to measure changes in the social cognitive development (SCD) of individuals and the collective group. The research centers on the writing of Michael F. Mascolo and Deborah Margolis, which takes a coactive approach to the relationship between oneÂÂÂÂ's social cognitive development...
Show moreThis research explores the application of Viewpoints and Composition training with a cast of high school students to measure changes in the social cognitive development (SCD) of individuals and the collective group. The research centers on the writing of Michael F. Mascolo and Deborah Margolis, which takes a coactive approach to the relationship between oneÂÂÂÂ's social cognitive development and how it is manifested in his or her actions within a social group. Using this framework, the researcher assesses the personality types within the cast and analyzes how utilizing Viewpoints training creates shifts within these personalities. The researcher approaches this study from both a theoretical standpoint as a student during a two-week intensive training course for adults with SITI Company, and a practical standpoint in the direction of a fully mounted production with high school actors. The objective of the research is to propose a method to implement advanced Viewpoints training within a high school ensemble in order to cultivate ensemble and ultimately aid the social cognitive development of the individual actors.
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Date Issued
2010
Identifier
CFE0002996, ucf:47936
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002996
DRAMA + MATH = DRAMATH
Title
DRAMA + MATH = DRAMATH.
Creator
Bryson, Lucy, Weaver, Earl, University of Central Florida
Abstract / Description
Arts-Across-the-Curriculum is gaining popularity in the field of education as arts programs are being cut from schools and teachers look for ways to incorporate art in their classroom. Most of these teachers have minimal formal arts training, but recognize the importance of introducing their students to various fine arts disciplines. These educators seek opportunities to learn new ways to bring arts to their students and may bring teaching artists into their classrooms to teach students or...
Show moreArts-Across-the-Curriculum is gaining popularity in the field of education as arts programs are being cut from schools and teachers look for ways to incorporate art in their classroom. Most of these teachers have minimal formal arts training, but recognize the importance of introducing their students to various fine arts disciplines. These educators seek opportunities to learn new ways to bring arts to their students and may bring teaching artists into their classrooms to teach students or teachers. The clear connection between drama and the core subjects of history and literature allow teaching artists to easily create units utilizing both curriculum areas. Mathematics does not present clear connections to drama and the prevalence of mathematics anxiety, especially in the arts, prevents connections from being made. As an educator, theatre artist and lover of mathematics, Arts-Across-the-Curriculum provides me a opportunity to meld these together as a way to help young people find excitement in their education. Partnering with a fourth grade teacher, I developed a unit of lesson plans using playwriting as a way to understand word problems that was user-friendly for a teacher with no arts training. The Dramath Unit was integrated into the class as part of regular curriculum taught by the participating classroom teacher. Based on feedback from the participating teacher, I revised the unit for future use.
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Date Issued
2011
Identifier
CFE0003618, ucf:48871
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003618
Audience Engagement in Theatre for Young Audiences: Teaching Artistry to Cultivate Tomorrow's Theatre-Goers
Title
Audience Engagement in Theatre for Young Audiences: Teaching Artistry to Cultivate Tomorrow's Theatre-Goers.
Creator
Woods-Robinson, Julie, Horn, Elizabeth, Wood, Vandy, Boyd, Belinda, University of Central Florida
Abstract / Description
As a teaching artist and theatre educator, I believe an important part of the theatre-going experience is when an audience engages with the play before and after the performance: learning about context, analyzing the production, and identifying themes relevant to the play. Theatre is a powerful teaching tool with regards to empathy and political and social awareness, but also, for young audiences, theatre can help students understand content in other subject areas like language arts, history,...
Show moreAs a teaching artist and theatre educator, I believe an important part of the theatre-going experience is when an audience engages with the play before and after the performance: learning about context, analyzing the production, and identifying themes relevant to the play. Theatre is a powerful teaching tool with regards to empathy and political and social awareness, but also, for young audiences, theatre can help students understand content in other subject areas like language arts, history, and even health. This thesis develops best practices for creating effective audience engagement with young people in theatre(&)nbsp;in the form of Field Trip Plus at Orlando Repertory Theatre, an enrichment program linking professional season productions to pre- and post-show workshops. It explores(&)nbsp;the following questions: What is audience engagement, and what are the benefits of audience engagement practices on retention and meaning-making? What is the history of audience engagement in Theatre for Young Audiences, and what are some examples of TYA companies intentionally engaging young people before and after performances? It(&)nbsp;focuses specifically on the development of Theatre-In-Education in the United Kingdom as an example of integrated drama and education practice which is supported by the pedagogy of Lev Vygotsky, Dorothy Heathcote, and Augusto Boal. It considers how the work of these theorists can also be applied to Field Trip Plus. This thesis is the personal exploration of a teaching artist(&)nbsp;practicing engagement strategies within Orlando Repertory Theatre, an established Theatre for Young Audiences,(&)nbsp;that will help young people make connections between state education standards and the play, cultivate their curiosity for learning through the arts, and become life-long active audience members.
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Date Issued
2018
Identifier
CFE0007115, ucf:51949
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007115