Dramatic impact: an arts-based study on the influence of drama education on the development of high school students
| dc.contributor.author | Schmall, Brett | |
| dc.contributor.examiningcommittee | Morin, Francine (Curriculum, Teaching and Learning) Toles, George (English, Film, and Theatre) | en_US |
| dc.contributor.supervisor | Black, Joanna (Curriculum, Teaching and Learning) | en_US |
| dc.date.accessioned | 2017-04-10T19:12:49Z | |
| dc.date.available | 2017-04-10T19:12:49Z | |
| dc.date.issued | 2017 | |
| dc.degree.discipline | Curriculum, Teaching and Learning | en_US |
| dc.degree.level | Master of Education (M.Ed.) | en_US |
| dc.description.abstract | This arts-based research study is an examination of the influence of drama education on the development of high school students. Five recent graduates were interviewed (including the researcher) about their high school drama experiences. All participants had been selected for this study because they have been impacted as a result of their time in/with drama. Culminating in a script, the research takes the form of an arts-based playwriting inquiry, shaped by A/r/tography and rhizomatic influences, making use of Barone and Eisner’s five phase creative process. Adhering to an Aristotelean story arc outlined by Martini, metaphor in the four-scene play is used to explore and subsequently communicate concepts. In so doing, the researcher offers an expanded audience a renewed perspective on the impact that drama education has on the development of high school learners and invites viewers to consider drama’s impact on adolescent learners. Four main concepts were examined in the analysis: initiation, transition, habits of mind and, interdependency and it was found that these are central to all participants’ development. It was also found that learning contained within these four concepts, as experienced through drama education, has the potential to impact and equip students for life beyond high school. The process based, holistic learning central to drama education allowed participants to recognize and succinctly denote areas in their lives that were, and continue to be impacted by the dramatic experiences they took part in. | en_US |
| dc.description.note | May 2017 | en_US |
| dc.identifier.uri | http://hdl.handle.net/1993/32203 | |
| dc.language.iso | eng | en_US |
| dc.rights | open access | en_US |
| dc.subject | Drama education | en_US |
| dc.subject | Arts-based research | en_US |
| dc.subject | A/r/tography | en_US |
| dc.subject | Rhizomatic | en_US |
| dc.subject | Initiation | en_US |
| dc.subject | Transition | en_US |
| dc.subject | Habits of mind | en_US |
| dc.subject | Interdependency | en_US |
| dc.subject | Drama education for at-risk youth | en_US |
| dc.subject | The arts | en_US |
| dc.subject | Reengagement in education | en_US |
| dc.title | Dramatic impact: an arts-based study on the influence of drama education on the development of high school students | en_US |
| dc.type | master thesis | en_US |
| local.subject.manitoba | yes | en_US |