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- All Subjects: Constructivism
- Creators: Behl, Natasha
- Creators: Eckard, Bonnie
Description
This dissertation uses constructivist pedagogy to teach acting via Practical Aesthetics, a system of actor training created in the mid/&ndash1980s; by David Mamet and his college acting students. Primarily taught at the Atlantic Theatre Acting School in New York City, Practical Aesthetics has been the focus of little academic research. The same lack of research regarding constructivist pedagogy exists in academic theatre scholarship. The author takes a step toward rectifying this situation. Using an action research methodology, based on approximately thirteen years of teaching experience, the author suggests that Practical Aesthetics and his accompanying voice and movement exercises can be effective in training novice actors. The author melds theory and practice into the educational approach called Praxis to create specific detailed lesson plans which can be used to implement Practical Aesthetics. These lessons constitute primary research on this topic. Compatible voice and movement exercises are also included to provide a comprehensive semester length digest. The first chapter is an introduction, the second outlines Practical Aesthetics, the third focuses on constructivism, the fourth discusses teaching acting using Constructivist Learning Design, the fifth provides narrative lessons that can be used in the classroom, and the closure provides a review as well as suggestions for further research. An intriguing point made in the closure is a call for studies that might determine Practical Aesthetics' applicability and usability in other fields such as law, business, politics, public speaking, and even non-profit work. Although the primary audience for this dissertation is secondary school and college acting instructors, any scholar studying acting theory or constructivist pedagogy may find value in its contents.
ContributorsDobosiewicz, Troy L. (Author) / Saldana, Johnny (Thesis advisor) / Etheridge Woodson, Stephani (Committee member) / Eckard, Bonnie (Committee member) / Arizona State University (Publisher)
Created2014
Description
International relations scholarship in recent years has given great attention to the rise of China. In the developing countries of the Global South, China’s presence has increased significantly, challenging the dominating Western presence that existed hitherto. Of the developing regions, Oceania often warrants the least attention, as it receives the lowest share of trade, aid, and investment under China’s Belt and Road Initiative. Despite this marginal role in China’s purview, international scholars offer the same, unbending conclusion: China is set out to challenge Western leadership and gain great power status in the region by incorporating countries into its sphere of influence. At the same time, Oceania has spawned anti-status quo sentiment against dominant western paradigms through the adoption of alternative regionalisms. Scholars attribute the rising anti-status quo sentiment to a ‘China Alternative,’ yet Pacific Islands continue to adopt positions counter to Chinese political and development tenants. In order to investigate the implications of China’s rise in Oceania, I depart from traditional realist and liberal models of the balance of power and soft power capabilities to explain international relations in Oceania. Through a constructivist theoretical framework conformed by an analytical process of Global IR, I set out to explain that anti-west sentiment does not signal the rise of China as a regional hegemon, but rather it grants more autonomy to the Pacific Islands that is sustained by islander agency.
ContributorsSan Nicolas, Juan (Author) / Behl, Natasha (Thesis director) / Lee, Sangmi (Committee member) / School of Social and Behavorial Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2019-12