Matching Items (3)
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- All Subjects: Drama
- All Subjects: Theatrical Role-Play
- Genre: Academic theses
- Creators: McAvoy, Mary
- Creators: Byrnes, Kelli
- Creators: Zou, Yu
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 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