Matching Items (9)
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- All Subjects: English
- All Subjects: Storytelling
- Creators: Blasingame, James
- Status: Published
Description
This study follows three secondary teachers as they facilitate a digital storytelling project with their students for the first time. All three teachers were not specifically trained in digital storytelling in order to investigate what happens when a digital storytelling novice tries to do a project like this with his or her students. The study follows two high school English teachers and one middle school math teacher. Each teacher's experience is shared in a case study, and all three case studies are compared and contrasted in a cross-case analysis. There is a discussion of the types of projects the teachers conducted and any challenges they faced. Strategies to overcome the challenges are also included. A variety of assessment rubrics are included in the appendix. In the review of literature, the history of digital storytelling is illuminated, as are historical concepts of literacy. There is also an exploration of twenty-first century skills including multiliteracies such as media and technology literacy. Both the teachers and their students offer suggestions to future teachers taking on digital storytelling projects. The dissertation ends with a discussion of future scholarship in educational uses of digital storytelling.
ContributorsGordon, Corrine (Author) / Blasingame, James (Thesis advisor) / Nilsen, Alleen P (Committee member) / Early, Jessica (Committee member) / Marsh, Josephine (Committee member) / Arizona State University (Publisher)
Created2011
Description
This research features a phenomenological investigation of the interactions between adolescent storytellers and audience members during a live storytelling event. The researcher partnered with an English teacher in an urban Southwest high school and a spoken word poet from a youth nonprofit to produce a storytelling workshop and corresponding story slam event for high school students. Fourteen participants, including seven student storytellers and seven student audience members, participated in extensive follow-up interviews where they described the experience of their respective roles during the event. Utilizing a phenomenological design (Moustakas, 1994; Vagle, 2014) and drawing from reception theory (Bennett, 1997; Hall, 1980) as a framework, the researcher used participant descriptions to compose a textural-structural synthesis collectively describing the phenomenon of interaction, connection, and transaction between storytellers and audience members during the live event.
The textural-structural synthesis of participants’ descriptions comprises four major essences of the transactional phenomenon. These include 1) the relational symbiosis of storytellers and audience members, 2) the nature of the story slam as a planned and produced event, 3) the storytellers’ inclusions of specific, personal details which resonated with specific, personal details in audience members’ lives, and 4) the storytellers’ intentional style and content choices which corresponded with reactions from audience members.
These findings provide a platform for fostering conditions for interaction, connection, and transaction in curricular and extra-curricular secondary contexts. For a classroom teacher, they may be helpful in creating principles for optimizing interactions between teachers and students in instruction and between students in collaboration. In extra-curricular contexts, these findings provide a platform for consideration of how to hold space for creative performance once spaces for creative expression have been made for youth.
The textural-structural synthesis of participants’ descriptions comprises four major essences of the transactional phenomenon. These include 1) the relational symbiosis of storytellers and audience members, 2) the nature of the story slam as a planned and produced event, 3) the storytellers’ inclusions of specific, personal details which resonated with specific, personal details in audience members’ lives, and 4) the storytellers’ intentional style and content choices which corresponded with reactions from audience members.
These findings provide a platform for fostering conditions for interaction, connection, and transaction in curricular and extra-curricular secondary contexts. For a classroom teacher, they may be helpful in creating principles for optimizing interactions between teachers and students in instruction and between students in collaboration. In extra-curricular contexts, these findings provide a platform for consideration of how to hold space for creative performance once spaces for creative expression have been made for youth.
ContributorsGriffith, Jason (Author) / Blasingame, James (Thesis advisor) / Graham, Steven (Committee member) / Clark, Shanetia (Committee member) / Durand, Elizabeth (Committee member) / Arizona State University (Publisher)
Created2018
Description
This honors thesis outlines a method for teaching argument writing in the secondary classroom, including the elements of an argument based upon the Toulmin method, and diverse ways to help students who are all types of learners become engaged and receive the support they need. It includes all elements of argument, including evidence, warrants, backing, counterargument, claims, theses, the rhetorical triangle and the rhetorical appeals, including definitions and how they fit together in an argumentative essay. The largest portion of the project is dedicated to activities and resources for teachers based upon all of those elements, along with activities for the writing process as a whole. These activities are based upon the student's individual experience as well as various scholarly resources from leading professionals in the curriculum development field for English Language Arts. This is not meant to be an end-all be-all solution for teaching argument writing, but rather one of many resources that teachers can use in their classroom. This 30-page paper, including references, are condensed into an accessible website for teachers to use more easily. Each tab on the website refers to a different element or focus of the argument writing process, with both a definition and introduction as well as one or more activities for teachers to implement into the classroom. The activities are versatile and general for the purpose of teachers being able to include them into whatever curriculum they are currently teaching. The goal is that they can add argument instruction into what they are already either willingly or being required to teach in an easy and logical way. The website is available for any secondary teachers to use as they see fit at www.teachingargumentwriting.weebly.com.
ContributorsBrooks, Jenna Nicole (Author) / Blasingame, James (Thesis director) / Barnett, Juliet (Committee member) / Division of Teacher Preparation (Contributor) / School of Film, Dance and Theatre (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Each part of the book is written from a different relative, literarily-inclined perspective. The portion of this submission that captures what my experience as a Barrett student has lended to my approved manuscript (by Dorrance Publishing Co.) lies with the excerpted material from Part IV. Below is the table of contents for the novel work itself, as well as the styles of writing assumed per part.
ContributorsDampare, Patrick Nelu (Author) / Blasingame, James (Thesis director) / Glenn, Bruce (Committee member) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
The purpose of this study is to determine the types of classroom instructional activities commonly used in teaching literature. Data were collected at ASU Preparatory High School. The study determined that literature-based lessons and activities fall under three categories: reading, writing, and discussion. Classroom observations revealed that reading, writing, and discursive activities were designed to promote higher-ordering thinking. These activities included silent reading, annotating text, reading aloud, keeping reading response journals, practicing essay writing, and participating in Socratic discussion. The teachers at ASU Prep used the listed activities with the intent to challenge their English students to engage in active learning, to improve reading, writing, and discursive skills, and promote critical thinking skills.
ContributorsSarik, Vivian Roathany (Author) / Blasingame, James (Thesis director) / Ingram-Waters, Mary (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / Department of English (Contributor)
Created2015-05
Description
My topic is derived from my field of study of English, Secondary Education and will focus on the integration of the hit Broadway musical 'Hamilton: An American Musical' into a secondary education English curriculum. My compelling question is: How does 'Hamilton' affect diverse students’ perspectives on their individual potential? It is my belief that students will be changed after seeing the show, that they will feel empowered by the unique representation and modern casting of the musical. There is so much to learn from 'Hamilton' and its effects on the affective domain of learning. My interest in this topic lies not only in musical theatre and education, but more specifically in the intersection of the two. It is through the intentional casting decisions and strategic musical arrangements of 'Hamilton' that students will be impacted — decisions and arrangements that challenge all preconceived notions about musical theatre and American history. Having seen 'Hamilton' twice now, and having been equally moved each time, I am able to conceptualize the emotions of a diverse student body as they experience the show in any capacity. Seeing four of the most prominent men in American history in a room together, represented as men of color is powerful. Seeing sisters love and support each other despite their various skin colors and hair textures is powerful. Seeing children that don’t look like their parents is powerful. Hearing American history recounted through hip-hop verse is powerful. Casting the story of American-then as America-now is powerful. The main goal of my thesis is to help young, diverse minds understand that they have a voice, that they are important, that they can be anything they want to be. Young audience members see themselves represented in the diversity presented onstage in 'Hamilton,' an experience that is unique to the production of this musical. Through the lessons and curriculum I design, students will be able to measure what they believed about themselves and their situations before experiencing 'Hamilton,' and how those beliefs about themselves may have changed as a result of experiencing this life-changing show.
ContributorsGeidel, Alexa Lee (Author) / Blasingame, James (Thesis director) / Sterling, Pamela (Committee member) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12
Description
Oral Tradition is a concept that is often discussed in American Indian Studies (AIS). However, much of the writing and scholarship in AIS is constructed using a Western academic framework. With this in mind, I embarked on an approximate nine hundred mile loop that circled much of the ancestral lands of the Northern Paiute and Western Shoshone of Nevada. I passed through sixteen towns, stopping at ten reservations (Walker River Paiute Tribe, Yerington Paiute Tribe, Stuart Indian School, Pyramid Lake Paiute Tribe, Lovelock Paiute Tribe, Fort McDermitt Paiute-Shoshone, Duck Valley, Yomba Shoshone, Fallon Paiute-Shoshone) and two colleges (University of Nevada, Reno and Great Basin College). At each location I engaged with community members, discussed prevalent themes in American Indian Studies, and in riding my bicycle, I was able to reconnect with the land. To guide my bicycle journey, I used a theoretical framework consisting of four components: history, story, Red Power, and the physical body. Using these concepts, the intent was to re-center the narrative of my experience around the Paiute-Shoshone community of Nevada as opposed to me as an individual actor. Ultimately, this thesis embodies theoretical scholarship in a pragmatic manner in an effort to provide an example of contemporary Indigenous Oral Tradition.
ContributorsDyer-Redner, Kenneth Mike (Author) / Ortiz, Simon (Thesis advisor) / Tohe, Laura (Committee member) / Blasingame, James (Committee member) / Arizona State University (Publisher)
Created2017
Description
The changing student demographics of schools in the US offer opportunities to introduce new curriculum. Schools are seeing an increase in the diversity within classrooms, including an increase in the amount of students from other countries. This project discusses the potential benefits of introducing four specific Global Young Adult novels to high school classrooms in hopes of achieving a more culturally-responsive classroom. These novels include: Purple Hibiscus by Chimamanda Ngozi Adichie, Now Is the Time for Running by Michael Williams, Climbing the Stairs by Padma Venkatraman, and The Red Umbrella by Christina Gonzalez. As there are many arguments for Global YA Literature, this project focuses on the themes of the novels and the implications for the classroom. From a thematic approach, these four novels offer insight into the fluid nature of culture, as the characters must balance different identities as they move around the world. These themes can be used to create dialogue between students on cultural identity and how cultural surroundings affect their identities. These novels can also give students a more empathetic approach as they encounter cultural differences, creating a better community within the classroom.
ContributorsBurbank, Nicole Lauren (Author) / Durand, Sybil (Thesis director) / Clark-Oakes, Angela (Committee member) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2015-12
Description
As of 2022, suicide is the second leading cause of death for young people ages 12-24. For adolescents who identify as part of the LGBTQIA+ communities, the rates of suicide contemplations and attempts are as high as four times more likely compared with their heterosexual or cisgender peers. As of 2022, 45% of LGBTQIA+ youths have contemplated suicide. LGBTQIA+ teens are also more likely to experience bullying and discrimination. Despite extensive research conducted by The Trevor Project pointing to the importance of representation in the media for these LGBTQIA+ teens, governors, state legislatures, and school boards around the United States have made it their mission to deny these teens access to literature that feature LGBTQIA+ characters. As of September 2022, one in four books that are banned across the country from school libraries contain LGBTQIA+ characters. In order to combat this lack of access to LGBTQIA+ Young Adult literature, I created a resource website that acts as a safe space for queer teens to explore literature that features teens who identify like they do. The purpose of my website is threefold. First, I aimed to create a joyous space for teens to discover LGBTQIA+ literature. Second, I provided resources and information about different sexualities and gender identities for anyone who might want more information on these topics. And third, I wanted to prove to website visitors that they are not alone, regardless of how they may be negatively treated at home or at school. To accomplish these three goals, I created specific pages on the website, such as book recommendation pages compiled with research of LGBTQIA+ YA books paired with my own knowledge and resource pages informed by outside research such as my hotlines, LGBTQIA+ terminology, statistics, and gender identity explained pages. I also include a handful of author interview pages, which highlight written interviews I conducted with a few critically acclaimed queer YA authors. I provide screenshots and explanations in the following pages.
ContributorsTomlinson, Jill (Author) / Blasingame, James (Thesis director) / Konigsberg, William (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor) / Walter Cronkite School of Journalism and Mass Comm (Contributor)
Created2022-12