Matching Items (4)
Filtering by
- All Subjects: Adolescent
- All Subjects: Drama
- All Subjects: Drama Education
- Genre: Academic theses
- Genre: Masters Thesis
- Creators: Olsen, Nicola
- Creators: Christopher, F. Scott
Description
This thesis examines the play Qian Dayin zhichong Xie Tianxiang, written by the Yuan dynasty (1271-1368) playwright Guan Hanqing (c.1225-1302). The first chapter of this paper provides brief background information about northern style Yuan drama (zaju) as well as a plot summary and notes about the analysis and translation. Through a close reading of the play, I hope to illustrate how the play's complicated ending and lack of complete resolution reveals why it has received relatively little attention from scholars who have previously discussed other strong, intelligent female characters in Guan Hanqing's plays. The second chapter of this thesis includes translation of the play that is comprised of a wedge preceding the four acts. Before each act of the play is a critical introduction and analysis of the act to follow. Although many of Guan Hanqing's plays have been translated into English, this play has never been translated.
ContributorsByrnes, Kelli (Author) / West, Stephen H. (Thesis advisor) / Zou, Yu (Committee member) / Ling, Xiaoqiao (Committee member) / Arizona State University (Publisher)
Created2011
Description
Performing arts curricula, specifically theatrical role-play, have aided in enhancing life skills of secondary education students throughout the past. This continues
to be the case in the present education climate. However, the performing arts are still not
viewed by some education policymakers at a level that helps those programs flourish and
thereby be accessible to students. Despite the empirical evidence of life skill
enhancement, both academically and socially, that can be applied in an interdisciplinary
manner and to life outside of the school setting, the arts are often not considered as
important as core content areas. These programs are subject to elimination to a greater
extent compared to other education programs. This action research study sought to
examine the ways in which high school theatre programs impact life skills, defined in this
study by both academic and social contexts, learned by secondary education students.
The innovation intervention consisted of theatrical role-play applied in an
interdisciplinary manner. The innovation occurred over the course of two weeks in a
senior English class at a southwest public high school. The likelihood of the English
teacher using theatrical role-play in future lesson plans was also studied. The action
research utilized a mixed-methods approach with a theoretical framework consisting of
Experiential Learning Theory (ELT) and Academic Risk-Taking (ART). Results
indicated assertions related to the enhancement of the social skills of empathy and public
speaking in student participants, as well as the English teacher planning on utilizing the
innovation in future lesson planning. The academic skill of text analysis was possibly
affected, however results were inconclusive.
ContributorsMcCandless, Timothy Michael (Author) / Henriksen, Danah (Thesis advisor) / McAvoy, Mary (Committee member) / Olsen, Nicola (Committee member) / Wendt, Jill (Committee member) / Arizona State University (Publisher)
Created2023
Description
This dissertation examined Mexican American individuals' romantic relationships within two distinct developmental periods, adolescence and adulthood. Study 1 used latent class analysis to explore whether 12th grade Mexican Americans' (N = 218) romantic relationship characteristics, cultural values, and gender created unique romantic relationship profiles. Results suggested a three-class solution: higher quality, satisfactory quality, and lower quality romantic relationships. Subsequently, associations between profiles and adolescents' adjustment variables were examined via regression analyses. Adolescents with higher and satisfactory quality romantic relationships reported greater future family expectations, higher self-esteem, and fewer externalizing symptoms than adolescents with lower quality romantic relationships. Similarly, adolescents with higher quality romantic relationships reported greater academic self-efficacy and fewer sexual partners than adolescents with lower quality romantic relationships. Finally, adolescents with higher quality romantic relationships also reported greater future family expectations and higher academic self-efficacy than adolescents with satisfactory quality romantic relationships. To summarize, results suggested that adolescents engaged in three unique types of romantic relationships with higher quality being most optimal for their adjustment. Study 2 used latent growth modeling to examine marital partners' (N = 466) intra- and inter-individual changes of acculturative stress, depressive symptoms, and marital quality. On average across the seven years, husbands' acculturative stress remained steady, but wives' significantly decreased; partners' depressive symptoms remained relatively steady, but their marital quality significantly decreased. Although partners' experiences of acculturative stress were less similar than their experiences of depressive symptoms and marital quality, overall their experiences were interconnected. Significant spillover and crossover effects emerged between partners' initial levels of acculturative stress and depressive symptoms and between depressive symptoms and marital quality. Moreover, changes in husbands' depressive symptoms were negatively associated with changes in their marital quality. Overall, results suggested that partners' experiences were interconnected across time.
ContributorsMoosmann, Danyel A. V (Author) / Roosa, Mark W. (Thesis advisor) / Christopher, F. Scott (Committee member) / White, Rebecca M B (Committee member) / Millsap, Roger E (Committee member) / Arizona State University (Publisher)
Created2014
Description
This research scrutinizes theatre teaching practice through a teacher perspective to find mechanisms that enable health promotion and quality theatre-making skills for students. The critical investigations conducted are twofold. First, I examine the intersection of my 18 years of experience teaching high school drama for connections to theatre and health research. I employ a narrative inquiry method to analyze lived experience to create an initial health promotion framework. And second, I interrogate that framework investigating the experience of a focus group of other high school drama teachers, a high school counselor, and a psychologist. This study reveals that drama teachers perceive their drama programs as psychologically, socially, and emotionally health-promoting for involved students. Furthermore, this study identifies the complex processes, relationships, and components of the theatre-making that the teachers pinpoint as preconditions and mechanisms that enhance and enable student flourishing. The teachers describe themselves as key to health promotion by modeling the artistry of theatre and the art form's social and emotional skills. Their narratives demonstrate that flexible time, their students, and the relationships they build with them as preconditions to maximize health promotion. Specifically, they identify the creation of a safe, supportive environment as foundational to the process.
ContributorsOlsen, Nicola (Author) / Etheridge-Woodson, Stephani (Thesis advisor) / Underiner, Tamara (Committee member) / McAvoy, Mary (Committee member) / Arizona State University (Publisher)
Created2021