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- Creators: Poulenc, Francis, 1899-1963
Description
Multivariate forms of social oppression, such as racism, linguicism, and heterosexism, are manifested in schools that, as part of our communities, reflect the societal stratification and structural inequalities of a larger society. Teacher educators engaged in multicultural education are responsible for providing pre-service teachers with opportunities to critically examine the intricacies of cultural diversity in U.S. classrooms, developing critical multicultural dispositions. What are effective pedagogical strategies that encourage pre-service teachers to develop such critical multicultural practices? The researcher has found that participatory theatre, including Boalian theatre games, Forum Theatre, Image Theatre, and ethnodrama, can be a transformative, emancipatory pedagogical tool to engage students in critical and creative exploration of cultural diversity. The primary objective of this study is to illustrate how pre-service teachers develop critical consciousness through attending the researcher's multicultural teacher education classroom, which was designed at the nexus of Freirean and Boalian critical (performance) pedagogy, followed by analyzing his teaching practice, which focuses mainly on participatory theatre exercises. This doctoral dissertation is an ethnographic documentary of the researcher's striving to challenge the hegemonic status quo in teacher education by liberating himself from the anti-dialogical banking educator, and encouraging his students to liberate themselves as passive consumers of education. Such reflection may provide teacher educators with examples of counter-hegemonic (artistic) practice for social change relating to their own work.
ContributorsMitsumura, Masakazu (Author) / Tobin, Joseph (Thesis advisor) / Saldana, Johnny (Committee member) / Sterling, Pamela (Committee member) / Arizona State University (Publisher)
Created2012
Description
In this document I detail the inception of the community service learning program, Flashback, that I created for Actor's Youth Theatre of Mesa Arizona. I first provide the organization's history and then expound upon my beliefs and how the ASU theatre for youth program, along with the needs of AYT, led me to create the program. I then describe the goals and processes of implementing the community based project. I also define service learning and why the program was designed around its principles. Finally, I describe the program's curriculum, devising process and Flashback's first trial run, and then continue, evaluating the performance and reflecting upon the process. The appendix includes the devised script, photos of the performance and interaction with the community, some of the planned curriculum and portions of my journals written during the process.
ContributorsEllsworth, Marcus (Author) / Sterling, Pamela (Thesis advisor) / Bowditch, Rachel (Committee member) / Woodson, Stephani Etheridge (Committee member) / Arizona State University (Publisher)
Created2012
Description
ABSTRACT "In the Penal Colony" is a three-act play based on the original short story by Franz Kafka and adapted by ASU MFA playwright Christian Krauspe. Told in flashback-form; a lone female Traveler arrives at a nameless penal colony where she is asked to comment on an old execution device known simply as, "the apparatus." She is pressured by the colonies administration to condone the practice while simultaneously asked to endorse the machine by her guiding officer in hopes of preserving the mystical powers the apparatus seems to possess. The Traveler must make the choice to endorse or condone the machine while she faces her own demons in the process.
ContributorsKrauspe, Christian (Author) / Reyes, Guillermo (Thesis advisor) / Taylor, Philip (Committee member) / Sterling, Pamela (Committee member) / Arizona State University (Publisher)
Created2011
Description
The purpose of this study was to explore the ways in which childhood was perceived in the circuit Chautauqua movement. The methodology followed a threefold approach: first, to trace the development of the Chautauqua movement, thereby identifying the values and motivations which determined programming; next, to identify the major tropes of thought through which childhood has been traditionally understood; and finally, to do a performance analysis of the pageant America, Yesterday and Today to locate perceptions of childhood and to gain a better understanding of the purpose of this pageant. My principal argument is that the child's body was utilized as the pivotal tool for the ideological work that the pageant was designed to do. This ideological effort was aimed at both the participants and the audience, with the child's body serving as the site of education as well as signification. Through the physical embodiment and repetition of different roles, the children who participated performed certain values and cultural assumptions. This embodiment of values was expected to be retained and performed long after the performance was over - it was a form of training through pleasure.
ContributorsSchoenfelder, Joseph (Author) / Bedard, Roger (Thesis advisor) / Underiner, Tamara (Thesis advisor) / Sterling, Pamela (Committee member) / Arizona State University (Publisher)
Created2012
ContributorsPoulenc, Francis, 1899-1963 (Composer)
ContributorsPoulenc, Francis, 1899-1963 (Composer)
ContributorsPoulenc, Francis, 1899-1963 (Composer)
ContributorsPoulenc, Francis, 1899-1963 (Composer)
Description
The process of playwriting is much more than merely writing the script itself; it is a process of outlining, writing, rewriting, and rewriting some more. This project explores that process from the very beginning to the late stages of final rewrites on a full-length, two-act stage play, Forget Me Not. Thematically, the play addresses issues such as legacy, ambition, the limitations of memory, and the complex relationships between women. It also speaks to the possibility of hope and revolves around twenty-something characters who are not nihilistic or pretentious as in the frequently-dominant portrayal of that demographic, but rather witty, intelligent, and layered. The play applies techniques of playwriting with a focus on character development as the element that drives the story, while also playing with conceptions of memory and time through the framing device, structure, and narration. A craft essay follows the script of the play, detailing the process of conceptualizing, writing, and revising the play.
ContributorsPrahl, Amanda Catherine (Author) / Sterling, Pamela (Thesis director) / Campbell, Corey (Committee member) / Jennings-Roggensack, Colleen (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Politics and Global Studies (Contributor) / School of Film, Dance and Theatre (Contributor) / Department of English (Contributor)
Created2015-05
Description
Original Sin is a new play and poetry collection that tells the stories of mythological women and femmes, including Eve, Niobe, Queen Isis, Hera, Athena, Demeter, Ganymede, and Persephone. The words are comprised of the monologues of living women interviewed specifically for the purposes of this project, fighting to "take their stories back" from the monolithic male voices which have held them fast. These words were converted into a free verse poetic series of monologues intended to be presented on the stage. At its core, Original Sin is about the relationship between hope and loss, and how empowerment is born from their collision. Original Sin was first written, directed and staged by Emily Adams at Binary Theatre Company in Tempe, Arizona. The first production opened at the Prism Space on February 23rd, 2018.
ContributorsAdams, Emily Rose (Author) / Sterling, Pamela (Thesis director) / Eckard, Bonnie (Committee member) / School of Film, Dance and Theatre (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05