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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
This study investigated high school band students' processes of learning as well as their responses and reactions to student-led aural-based learning projects. Previous research has focused on various aspects of informal learning and student-centered learning--the frameworks upon which this study is based--but none have focused on inclusion of informal learning methods into a secondary large ensemble classroom setting with an emphasis on playing by ear.
Participants in this study were 20 students divided into four small groups in a 45-member high school band. The study took place during the regularly scheduled band class during one full class period for eight weeks, culminating in small group performances. Data were collected throughout the study via observation and audio- or video-recording of weekly group rehearsal, participant interviews, teacher interviews, and collection of student artifacts. Data were analyzed by creating a case study of each of the four groups to determine their working processes.
Cross-case analysis revealed themes common to the participant groups in these categories: navigation of the learning process, playing by ear, and student attitudes and perceptions of benefits and drawbacks of the project. Discussion of navigation of the learning process includes group members' methods of problem solving within a constructivist classroom environment. These methods included problem finding, strategizing, and responding, peer assessment and feedback, and teacher scaffolding; I also discuss how group dynamics played a major role in student's learning processes. While learning to play by ear, musical elements students addressed included pitch, division of parts, form, key and modality, intonation, instrumentation, dynamics, tempo, rhythm, improvisation, and range. Students' attitudes included enjoyment of most aspects of the project, and dislike or frustration with a few aspects. Benefits students perceived from participation in the project included increased ability to play by ear and increased confidence. Recommendations for music teachers and music teacher educators as well as suggestions for future research are provided.
Participants in this study were 20 students divided into four small groups in a 45-member high school band. The study took place during the regularly scheduled band class during one full class period for eight weeks, culminating in small group performances. Data were collected throughout the study via observation and audio- or video-recording of weekly group rehearsal, participant interviews, teacher interviews, and collection of student artifacts. Data were analyzed by creating a case study of each of the four groups to determine their working processes.
Cross-case analysis revealed themes common to the participant groups in these categories: navigation of the learning process, playing by ear, and student attitudes and perceptions of benefits and drawbacks of the project. Discussion of navigation of the learning process includes group members' methods of problem solving within a constructivist classroom environment. These methods included problem finding, strategizing, and responding, peer assessment and feedback, and teacher scaffolding; I also discuss how group dynamics played a major role in student's learning processes. While learning to play by ear, musical elements students addressed included pitch, division of parts, form, key and modality, intonation, instrumentation, dynamics, tempo, rhythm, improvisation, and range. Students' attitudes included enjoyment of most aspects of the project, and dislike or frustration with a few aspects. Benefits students perceived from participation in the project included increased ability to play by ear and increased confidence. Recommendations for music teachers and music teacher educators as well as suggestions for future research are provided.
ContributorsSpears, Amy Elizabeth (Author) / Schmidt, Marg (Thesis advisor) / Sullivan, Jill (Committee member) / Stauffer, Sandra (Committee member) / Tobias, Evan (Committee member) / Arizona State University (Publisher)
Created2014
Description
Teaching evolution has been shown to be a challenge for faculty, in both K-12 and postsecondary education. Many of these challenges stem from perceived conflicts not only between religion and evolution, but also faculty beliefs about religion, it's compatibility with evolutionary theory, and it's proper role in classroom curriculum. Studies suggest that if educators engage with students' religious beliefs and identity, this may help students have positive attitudes towards evolution. The aim of this study was to reveal attitudes and beliefs professors have about addressing religion and providing religious scientist role models to students when teaching evolution. 15 semi-structured interviews of tenured biology professors were conducted at a large Midwestern universiy regarding their beliefs, experiences, and strategies teaching evolution and particularly, their willingness to address religion in a class section on evolution. Following a qualitative analysis of transcripts, professors did not agree on whether or not it is their job to help students accept evolution (although the majority said it is not), nor did they agree on a definition of "acceptance of evolution". Professors are willing to engage in students' religious beliefs, if this would help their students accept evolution. Finally, professors perceived many challenges to engaging students' religious beliefs in a science classroom such as the appropriateness of the material for a science class, large class sizes, and time constraints. Given the results of this study, the author concludes that instructors must come to a consensus about their goals as biology educators as well as what "acceptance of evolution" means, before they can realistically apply the engagement of student's religious beliefs and identity as an educational strategy.
ContributorsBarnes, Maryann Elizabeth (Author) / Brownell, Sara E (Thesis advisor) / Brem, Sarah K. (Thesis advisor) / Lynch, John M. (Committee member) / Ellison, Karin (Committee member) / Arizona State University (Publisher)
Created2014
Description
ABSTRACT The integration of technology into content area teaching while taking into account state standards is a continuing challenge for secondary teachers. To address this challenge, six high school teachers participated in one-on-one tutoring sessions conducted by the researcher. The Technological Pedagogical Content Knowledge (TPACK), which posits that teachers add technology into their practice by blending it with content and pedagogy, served as the theoretical framework and guided implementation of the project. During the one-on-one tutoring sessions, which occurred weekly in hour-long sessions for a five- to eight-week period, teachers selected the focus of the training sessions. To assess teacher perceptions of efficacy quantitative data were gathered prior to and following the intervention using an on-line survey tool. Although pre- to post-intervention scores on the survey increased, the difference was not significant. With respect to the qualitative data four themes emerged. First, there were specific processes and patterns that emerged within the sessions related to the TPACK framework. Teachers selected either technology or content to initiate sessions. Teachers did not begin sessions with high yield pedagogical strategies as a focus. Second, one-on-one tutoring fostered an initial sense of community, and as the project progressed, a community of practice emerged. Third, challenges emerged related to technology and high yield pedagogical strategies. At times technology did not work or teachers expressed there was too much to grasp and apply to their practice. Additionally, the appropriate applications of high yield instructional strategies also presented challenges to participants. Fourth, based on their participation in the project, teachers expressed an increased sense of efficacy with respect to conducting their work. The discussion was focused on how teachers created a community of practice to support their professional growth, which influenced efficacy for teaching as they became increasingly effective in blending technology, pedagogy and content.
ContributorsWilson, Michele (Michelle Jo) (Author) / Buss, Ray R. (Thesis advisor) / Zambo, Ronald (Committee member) / Thomason, Mickael (Committee member) / Arizona State University (Publisher)
Created2011
Description
Effective online learning strategies have become a much-debated topic with the rise of the COVID-19 pandemic. Technological innovation has constantly been used to improve the education of students since its first use in the 1980s. Although online learning has been available to students in every single state in the US, along with a significant increase in online enrollment in virtual schools, teachers were simply not prepared for this sudden, immense transition. At the beginning of the pandemic, regardless of the preparedness and effectiveness of teachers across the country, time was not spent creating unique lessons to guide the education of our students, but it was instead spent rushing through quick and easy lesson plans. In order to better prepare for the future, this thesis will use a literature review of pedagogical practices and online learning, a survey of 52 ASU students, and the creation of the Online Learning Resource Hub (OLRH) in order to find the best approach to online learning for students in the 21st century.
ContributorsDaugs, Makayla F (Author) / Guerrero, Karen (Thesis director) / Anthony, Charles (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
More and more, colleges and universities across the United States and throughout the world are relying on adjunct instructors (sometimes called casual academics or part
time instructors) to teach classes in their field of expertise. Often, those classes require a
blending of theory into practical application, such as in business, accounting and other
career focused classes. Previous literature has shown that adjunct instructors often have
little formal preparation for teaching, and even when some preparation is offered, it is
often insufficient to establish confidence, or teaching self-efficacy, in the classroom. This
study examined changes in teaching self-efficacy after adjunct instructors were provided
information (articles) around constructivist teaching strategies within collaborative
Community of Practice (CoP) meetings to discuss those strategies. The study was
conducted at a small private college, which relied heavily on adjunct instructors to
conduct classes. A quantitative pre-post survey, and qualitative comments throughout the
intervention sessions were used to examine changes. Participants reported a significant
increase in teaching self-efficacy, which was especially prominent amongst new
instructors compared to those with more experience. There was also a self-reported
increase in the use of more constructivist strategies within their classes over the course of
the intervention. Finally, participants also rated the components of the intervention
(articles and the CoP meetings) and while they rated them similarly in terms of impact,
the CoP meetings were discussed as critical to both learning and application of strategies
in practice. Future studies should examine how these strategies could be used in wider
groups of instructors and how the effects might be enhanced if a longer program were
used, but it is clear that providing opportunities for adjunct faculty to come together and
discuss new strategies can help improve teaching self-efficacy in higher education.
ContributorsWente, Todd Jason (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Coudret, Dude (Committee member) / Davis, Jaime (Committee member) / Arizona State University (Publisher)
Created2023
Description
Alongside the many challenges of Covid-19, the pandemic also disrupted the normal structure of education for students. As classes were being transferred to online formats, computer science students started learning more through constructivism principles rather than the traditionally taught, in-person lectures. This quantitative assessment hopes to determine whether constructivist principles or traditional/visual cognition principles are better for teaching computer science topics. Determinations will be made through a social behavioral experiment teaching pointers to participants. Participants were split into three groups: a control group, a constructivist group, and a visual cognition group. Each group took part in an assessment testing their knowledge retention about pointers after having a lecture based around each teaching method. The assessment evaluated retries per assessment, time per correct answer, time per question, and the average time taken in total. The results of the experiment led to a conclusion that, according to the resulting data, constructivism teaching principles benefited participant scores, and visual cognition teaching principles worsened participant scores. However, a definitive answer of which teaching method is better for computer science could not be made due to insufficient sample size. When reflecting on the first iteration of this experiment, it is clear that future iterations of this experiment would benefit from a higher sample size, an easier assignment for the constructivist group, a feedback survey, and a longer period to experiment.
ContributorsTiruchinapalli, Sai Santosh (Author) / Burger, Kevin (Thesis director) / Hartwell, Leland (Committee member) / Barrett, The Honors College (Contributor)
Created2023-05
Description
This paper recommends amendments to the Montessori teaching system, which can in turn be adapted by individual educators or administrative school boards. The proposed tools mentioned in this paper follow the tenets of Constructivist teaching, which Montessori uses as some of its core teaching values (“Who and What is Montessori?”). Constructivist teaching argues that students learn best when they are able to apply their knowledge base to new learning experiences. The word comes from the idea that students are “constructing” their knowledge base one piece at a time, a process that starts from the ground, or base layer, and builds up from that. This construction involves physical representations of concepts, or guided experiences. Contrary to traditional, “top down” teaching, students learning through constructivist teaching get to experiment with learning concepts before a teacher explains the proper theory. These teachings try to generate excitement for the subject matter as extensions of students’ prior learning. Simulation and data visualization are powerful tools that allow students to discover the patterns present in natural processes by giving them the power to affect the environment and see the results. Implementation of the learning strategies of data visualizations and simulations should improve student performance and excitement in Earth and Space Science (ESS), while also being compliant with the Montessori teaching method.
ContributorsGreig, Connor (Author) / Tran, Samantha (Thesis director) / Schneider, Laurence (Committee member) / Barrett, The Honors College (Contributor) / School of Mathematical and Statistical Sciences (Contributor)
Created2022-12
Description
The dissertation focuses on several Romanian avant-garde magazines, such as Contimporanul, Integral, and 75HP, that Romanian artists and writers created in Romania in the 1920s, after Romanian Dadaists Tristan Tzara and Marcel Iancu disbanded from Zurich Dada in the 1910s. The Romanian avant-garde magazines launched the Romanian avant-garde movement—the most intense period of artistic production in the country. The Romanian avant-gardists established Integralism in an attempt to differentiate themselves from other European avant-garde groups and to capture the intense and innovative creative spirit of their modern era by uniting and condensing avant-garde and modern styles on the pages of their magazines. However, I argue that instead of Integralism, what the Romanian avant-garde magazines put forth were Romanian avant-garde versions of Constructivism and Cubism conveyed in the magazines’ constructivist prints and reproductions of cubist paintings. The originality of the Romanian avant-garde magazines, thus, is concentrated in their appropriation and reinterpretation of Constructivism and Cubism rather than in their Integralism. Moreover, in their rebellion and resistance to Romania’s social, political, and artistic status quo, the Romanian avant-garde magazines functioned as an instrument with which the Romanian avant-gardists expressed their complex relationship with their Jewish identity. The magazines were not on the periphery of artistic production, as art history discourse on modern and avant-garde art has situated them, but were an important player in the global network of avant-garde magazines that traversed across eastern and western Europe, South America, the United States, and Japan.
ContributorsMiholca, Amelia (Author) / Mesch, Claudia (Thesis advisor) / Orlich, Ileana (Committee member) / Holian, Anna (Committee member) / Navarro, Rudy (Committee member) / Arizona State University (Publisher)
Created2021
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