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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
The SolarSPELL is an offline, ruggedized, digital library, created by Dr. Laura Hosman for the U.S. Peace Corps. It has thousands of pieces of educational content that can be accessed through a self-contained Wi-Fi hotspot on the device itself. Currently, there are more than 200 deployed in several Pacific Island nations. After visiting one of these nations, Tonga, in December of 2016, I learned that almost all of the Peace Corps volunteers stationed around the Pacific Islands suffered from a lack of resources due to a variety of reasons. While the SolarSPELL helps to remedy that, the device is lacking classroom activities and resources for creative work and educational drama. Furthermore, for many students in these environments, schools are for learning information and producing high scores on exams, not for learning about creative strengths and identity. After researching curriculum development and the use of drama in an educational setting, I compiled over 50 pieces of content to include on the SolarSPELL involving art, drama, music, movement, and most importantly, imagination. These resources will allow Peace Corps volunteers to explore additional ways to teach English in their schools, while also creating a classroom environment that allows for creative expression. All the content is compiled into one folder as "Teaching Resources", and is then broken down into seven sub- categories. In the first sub-category, Art Projects, there is a collection of several hands-on projects, many of which involve recyclable or readily available materials. These projects will allow for a greater understanding of conservation and "green" living, concepts that are crucial to the stability of these island nations. The next 5 categories are Drama Readings, Music, Movement, and Video, Group Exercises, Creative Writing, and Worksheets. The second sub- category is a collection of beginner-level "Reader's Theater" scripts. The third sub-category involves music and video to engage students in movement activities. The fourth sub-category is a compilation of group games and activities to help students express themselves and learn social skills. The fifth sub-category includes a collection of activities such as fill-in-the-blank story worksheets and journal prompts which will aid in creative thinking and the practice of the English language. The sixth sub-category involves a collection of worksheets that mainly focus on self-reflection and identity. The seventh and final sub-category, Content Guide and Information, works to explain the benefits of using of drama and creative play in the classroom, as well as strategies teachers can implement in order to further engage their students in dramatic learning and play. Overall, these pieces of content are meant to be used as resources for the Peace Corps volunteers in order to provide alternative ways to practice reading, writing, and speaking the English language, a critical part of education in the Pacific Islands.
ContributorsTaylor, Amanda Nicole (Author) / Hosman, Laura (Thesis director) / McAvoy, Mary (Committee member) / School of Film, Dance and Theatre (Contributor) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor) / School for the Future of Innovation in Society (Contributor)
Created2017-12
Description
The objective of this community mural was aimed at cultural inclusion. I worked with the Borden community to paint a mural of dances from different parts of the world. I wanted to do this as my creative project because as an artist, the community I lived in (the Borden Community) allowed me to explore my artistic self. The Borden community is a mile away from ASU and it is where I lived for the past two years--the time I was truly able to start creating the dancer within me. The mural was painted on una and lemon street, right behind the fire station located on Apache Blvd. Through the project I have grown more as an artist and as a community member. I see relationships built through the project and I now feel like I have been able to give back to the community that helped create a part of my college experience.
ContributorsWang, Lin Elizabeth (Author) / Vissicaro, Pegge (Thesis director) / Fleming, Ava (Committee member) / Barrett, The Honors College (Contributor) / Department of Chemistry and Biochemistry (Contributor) / School of Film, Dance and Theatre (Contributor)
Created2015-05
Description
Psychology and dance both shed light on the question: how do our personal, life experiences affect our movement? This document introduces elements from psychology and dance through associative learning, attachment styles, muscle patterning, and partner improvisation as ways of exploring this question. It aims to briefly introduce these theories and explain how they had a role in the research of the creative project. It also documents the inception, creation, and production of Lullabye, a dance work intended to be accessible to an audience with little to no experience viewing concert dance, with the target audience specifically being the writer’s mother. It has three sections, each featuring a different element of dance, storytelling, and individuality. It starts a conversation on how emotions and thoughts related to personal experiences can affect our movement.
ContributorsTello Solano, Carlos (Co-author, Co-author) / Kaplan, Robert (Thesis director) / Montoya, Yvonne (Committee member) / Schupp, Karen (Committee member) / Department of Psychology (Contributor) / School of Film, Dance and Theatre (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Theory Jam is a series of online, education videos that teach music theory in a fun, engaging way. Our project is a response to the growing need for successful online education content. It incorporates strategies for creating effective educational video content and engages with contemporary debates in the field of music theory surrounding the purpose of a music theory education.
ContributorsCannatelli, Joshua Bryce (Co-author) / Daval, Charles Joseph (Co-author) / Miller, April (Thesis director) / Scott, Jason (Committee member) / Tobias, Evan (Committee member) / Department of English (Contributor) / School of Film, Dance and Theatre (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Trailers are an effective tool used by marketing teams in the film industry to persuade people to spend money to see a movie. Their role in film marketing has changed and exponentially increased throughout the history of the medium, and their form is constantly evolving. While the core function of trailers is to advertise a finished product, they are created with a focused effort on grabbing an audience's attention and initiating an emotional interaction. The development of a feature film trailer by an organized marketing group is also an artistic venture that requires a high level of proficiency at editing and storytelling to effectively communicate the necessary elements of a film in an effort to persuade. Trailer making is a craft honed by an extraordinary amount of person-hours and intentionality, with a blend of plenty of diegetic and non-diegetic functions which exhibit the best parts of a movie. While trailers can suffer from hyperbolicism as well as excessive genre signaling, it's important to stand out and prove a product worthy of a customer's dollars especially in a film culture saturated with content. As marketing budgets continue to balloon in the entertainment industry, it seems that trailers will continue to be a mainstay of promoting art, and will evolve to fit any societal shifts they encounter.
ContributorsHolmgren, Devin Brent (Author) / Scott, Jason Davids (Thesis director) / Fortunato, Joseph (Committee member) / School of Film, Dance and Theatre (Contributor) / W.P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
This thesis aims to enhance K-6 Education in the United States by developing recommendations for how technology is utilized in the classroom as a means to teach collaborative skills. By applying the technological capabilities we have today to the Common Core State Standards that are gradually being adopted and implemented, officials can improve the quality of education across the country and create classroom environments conducive to knowledge acquisition and skill development.
The research begins with the history of standards, starting with traditional outcome-based standards. It then delves into the Partnership for 21st Century Skills (P21), which highlights the type of skills 21st century students are expected to develop and master by the time they enter college and careers. Next, it explores the hot topic of Education to this date: Common Core State Standards. In the midst of educational reform, these standards seek to add consistency across the nation in regards to what students should know at each grade level and also encourage teaching of the 21st century skills. This section briefly details the content of Common Core English Language Arts and Mathematics standards.
After summarizing P21 and Common Core, this report shifts into its focused 21st century skill: collaboration. As one of the 4 C’s that P21 and Common Core emphasize in their standards, it is imperative to research critical elements of collaboration as they relate to groups and teams of all ages. Even more specifically, collaboration is a practice that is becoming more and more standard in business across all industries, so it is a skill that is highly in demand for students to acquire. In regards to collaboration, Executive Vice President of Verizon, Bob Mudge, states, “companies are able to innovate much more quickly and even create solutions to problems that may not be prevalent issues yet” (Mudge 1). The standards expect that students will be prepared to collaborate in college and careers, so key elements of collaboration in those settings—in-person or virtual—need apply or be simplified to K-6 collaborative environments. This section also analyzes a case study experiment on young children about how technology functionality and design enables, encourages, or enforces collaboration.
Next, this thesis reviews three case studies that represent evolution in our understanding of technology’s role as a support system in teaching and learning collaboration. The first case study shows how simple handheld devices assisted in correcting weaknesses in a variety of collaborative and organizational skills. The second study utilizes interactive tabletop technology to realize the idea of tracking collaborative ability in real time through synchronized audio and touch recording. Finally, researchers assess the effectiveness of one student to one device (1:1) initiatives by gathering student-reported data before and after the program’s implementation, which largely speak to the direction of many schools’ technology strategies.
To supplement all of the secondary research above, the researcher of this thesis conducted interviews with nine K-6 teachers to gather their insights on collaboration and how they facilitate it. They explain how they use technology in their classroom to enhance the learning environment. Additionally, they give opinions on what could be done to make collaboration more easily taught and facilitated, as well as what would better develop their students’ collaborative skills.
The compilation of this information then leads to implications of what needs to be present, from a technology standpoint, to more effectively teach collaborative skills to our schoolchildren. This includes a brief industry analysis of a program that already exists, as well as recommendations for new technology that considers the research conducted throughout the paper. Another implication addressed centers on the instruction and facilitation of technology and the digital divide that can result from varying competency among teachers, which brings to light the need for proper technology development programs for educators.
The research begins with the history of standards, starting with traditional outcome-based standards. It then delves into the Partnership for 21st Century Skills (P21), which highlights the type of skills 21st century students are expected to develop and master by the time they enter college and careers. Next, it explores the hot topic of Education to this date: Common Core State Standards. In the midst of educational reform, these standards seek to add consistency across the nation in regards to what students should know at each grade level and also encourage teaching of the 21st century skills. This section briefly details the content of Common Core English Language Arts and Mathematics standards.
After summarizing P21 and Common Core, this report shifts into its focused 21st century skill: collaboration. As one of the 4 C’s that P21 and Common Core emphasize in their standards, it is imperative to research critical elements of collaboration as they relate to groups and teams of all ages. Even more specifically, collaboration is a practice that is becoming more and more standard in business across all industries, so it is a skill that is highly in demand for students to acquire. In regards to collaboration, Executive Vice President of Verizon, Bob Mudge, states, “companies are able to innovate much more quickly and even create solutions to problems that may not be prevalent issues yet” (Mudge 1). The standards expect that students will be prepared to collaborate in college and careers, so key elements of collaboration in those settings—in-person or virtual—need apply or be simplified to K-6 collaborative environments. This section also analyzes a case study experiment on young children about how technology functionality and design enables, encourages, or enforces collaboration.
Next, this thesis reviews three case studies that represent evolution in our understanding of technology’s role as a support system in teaching and learning collaboration. The first case study shows how simple handheld devices assisted in correcting weaknesses in a variety of collaborative and organizational skills. The second study utilizes interactive tabletop technology to realize the idea of tracking collaborative ability in real time through synchronized audio and touch recording. Finally, researchers assess the effectiveness of one student to one device (1:1) initiatives by gathering student-reported data before and after the program’s implementation, which largely speak to the direction of many schools’ technology strategies.
To supplement all of the secondary research above, the researcher of this thesis conducted interviews with nine K-6 teachers to gather their insights on collaboration and how they facilitate it. They explain how they use technology in their classroom to enhance the learning environment. Additionally, they give opinions on what could be done to make collaboration more easily taught and facilitated, as well as what would better develop their students’ collaborative skills.
The compilation of this information then leads to implications of what needs to be present, from a technology standpoint, to more effectively teach collaborative skills to our schoolchildren. This includes a brief industry analysis of a program that already exists, as well as recommendations for new technology that considers the research conducted throughout the paper. Another implication addressed centers on the instruction and facilitation of technology and the digital divide that can result from varying competency among teachers, which brings to light the need for proper technology development programs for educators.
ContributorsPetrovich, Nicholas Hugh (Author) / Ostrom, Amy (Thesis director) / Ostrom, Lonnie (Committee member) / Barrett, The Honors College (Contributor) / Department of Marketing (Contributor) / Department of Management (Contributor) / School of Film, Dance and Theatre (Contributor)
Created2014-05
Description
This project and research intended to address how to successfully run and teach a high school level Theatre I course. The research portion of the project focused on activities to use in the classroom, how to run a drama club and put on productions, and how to create a positive classroom environment where students feel comfortable creating art. The creation portion of the project focused on the things a teacher will need in the classroom: an introduction letter, vision statement, syllabus, and unit plans. The final product includes three unit plans: Introduction to Theatre I, Introduction to Acting, and Theatre and Social Change. The use of the materials in this thesis can help first-time Theatre teachers to become better prepared to run their classroom.
ContributorsKircher, Alyssa Elaine (Author) / Sterling, Pamela (Thesis director) / Whissen, Elaine (Committee member) / Saldana, Johnny (Committee member) / Barrett, The Honors College (Contributor) / School of Film, Dance and Theatre (Contributor) / Division of Teacher Preparation (Contributor)
Created2014-05
Description
The purpose of this research was to create a theoretical lesson plan to teach the French Revolution, and specifically the March on Versailles, to secondary-level (middle and high school) students. This lesson plan incorporates a simulation of the March on Versailles for students to participate in as a supplement to their usual lesson, and as a different and engaging method of learning. For the purposes of this honors thesis, the research and information gathered was split into four individual sections: a pedagogy, a historiography, a series of short biographies, and a script which is accompanied by a short film of the dialogue. These four parts would work together in order for an instructor to easily build either a simple, short, one-class lesson or a multi-lesson project for their students. The parts combine research into educational studies and research on French Revolutionary history in order to encompass all aspects of a lesson. The goal of such research into a potential lesson plan would be to create a history lesson which is more interesting to all students, especially those who struggle to find enjoyment in history. Moving forward, this theoretical lesson would be put into practice with middle or high school students in order to gauge their interest and engagement with the subject before and after a simulation in their class.
ContributorsNun, Taylor Jaylene (Author) / Thompson, Victoria (Thesis director) / Harris, Lauren (Committee member) / School of Historical, Philosophical and Religious Studies (Contributor) / School of Film, Dance and Theatre (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
On The Mathematical Analysis of An Ancient Greek Tragedy (A CURE AT TROY) Using Mathematical Set Theory To Analyze Patterns In Character And Story Structure; The Production And Direction Of That Greek Tragedy Using Vectors To Direct Action And Objectives In 2-Space; And The Research, Writing, And Production Of A Reading Of A New Play (A TREE DISAPPEARS) On The Analogies Of Forestry Management Practices To Family Relationships.
ContributorsFox, Ethan (Author) / Partlan, William (Thesis director) / Lynch, John (Committee member) / Pinholster, Jacob (Committee member) / School of Film, Dance and Theatre (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05