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Social-Emotional Learning in the The...

Osborne, M. Kathryn.

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Social-Emotional Learning in the Theatre Classroom: The Empathy Project.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Social-Emotional Learning in the Theatre Classroom: The Empathy Project./
Author:	Osborne, M. Kathryn.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	91 p.
Notes:	Source: Masters Abstracts International, Volume: 84-12.
Contained By:	Masters Abstracts International84-12.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30492562
ISBN:	9798379697044

Social-Emotional Learning in the Theatre Classroom: The Empathy Project.
Osborne, M. Kathryn.

Social-Emotional Learning in the Theatre Classroom: The Empathy Project. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 91 p.

Source: Masters Abstracts International, Volume: 84-12.

Thesis (M.A.)--Caldwell University, 2023.

This eight-week action research project questioned whether students in a high school theatre classroom could develop social, emotional, and empathy skills using a theatre curriculum. Whether empathy could be taught and developed through this project is a viable possibility for other future theatre curriculums. The project explored all aspects of social-emotional learning through an empathy-writing and performance-project module. The module used for this action research project was Drama Teacher Academy: The Empathy Project, conceived by Steven Stack in 2018. The class in which the study took place had a population of 14 students, seven girls, and seven boys. All students identified as their assigned birth gender. The class met four days a week for a fifty-minute period. Data collection took two different forms, both quantitative and qualitative. The quantitative data took the form of pre-and post-surveys of participating students. Qualitative data took several forms, from journal writing, partnered performance, group discussions, and individual writing and verbal assignments. The culmination of the Empathy Project manifested in a partnered scene between two of the students whose gender, age, school year, and demographic ancestry differed. The performances were captured on an iPhone and produced on a private youtube channel for data and analysis purposes. The students wrote their scene with the scaffolded concept of "connection rather than rejection," and the concept of "showing empathy out into the world and the fear of doing that." The results of this study indicate that using the Empathy Project module in conjunction with the CASEL wheel competencies in order to develop Social Emotional Learning in a theatre classroom did, indeed, suceed in developing empathy, sympathy, and self-awareness in the students under study.

ISBN: 9798379697044Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Acting

Social-Emotional Learning in the Theatre Classroom: The Empathy Project.
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300 $a 91 p.
500 $a Source: Masters Abstracts International, Volume: 84-12.
500 $a Advisor: Ries, Edith Dunfee.
502 $a Thesis (M.A.)--Caldwell University, 2023.
520 $a This eight-week action research project questioned whether students in a high school theatre classroom could develop social, emotional, and empathy skills using a theatre curriculum. Whether empathy could be taught and developed through this project is a viable possibility for other future theatre curriculums. The project explored all aspects of social-emotional learning through an empathy-writing and performance-project module. The module used for this action research project was Drama Teacher Academy: The Empathy Project, conceived by Steven Stack in 2018. The class in which the study took place had a population of 14 students, seven girls, and seven boys. All students identified as their assigned birth gender. The class met four days a week for a fifty-minute period. Data collection took two different forms, both quantitative and qualitative. The quantitative data took the form of pre-and post-surveys of participating students. Qualitative data took several forms, from journal writing, partnered performance, group discussions, and individual writing and verbal assignments. The culmination of the Empathy Project manifested in a partnered scene between two of the students whose gender, age, school year, and demographic ancestry differed. The performances were captured on an iPhone and produced on a private youtube channel for data and analysis purposes. The students wrote their scene with the scaffolded concept of "connection rather than rejection," and the concept of "showing empathy out into the world and the fear of doing that." The results of this study indicate that using the Empathy Project module in conjunction with the CASEL wheel competencies in order to develop Social Emotional Learning in a theatre classroom did, indeed, suceed in developing empathy, sympathy, and self-awareness in the students under study.
590 $a School code: 1817.
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653 $a Social emotional learning
653 $a Theatre education
653 $a Theatre curriculums
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