東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The Learning Experiences of Musical ...

Smith Inendino, Sarah A.

FindBook

Google Book

Amazon

博客來

The Learning Experiences of Musical Theatre Teaching Artists in a Performing Arts High School.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Learning Experiences of Musical Theatre Teaching Artists in a Performing Arts High School./
Author:	Smith Inendino, Sarah A.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
Description:	180 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
Contained By:	Dissertations Abstracts International85-12A.
Subject:	Theater. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31349043
ISBN:	9798382739892

The Learning Experiences of Musical Theatre Teaching Artists in a Performing Arts High School.
Smith Inendino, Sarah A.

The Learning Experiences of Musical Theatre Teaching Artists in a Performing Arts High School. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 180 p.

Source: Dissertations Abstracts International, Volume: 85-12, Section: A.

Thesis (Ph.D.)--University of Michigan, 2024.

This study examines the learning experiences of four teaching artists (musical theatre) working in one school setting through a single case study design. Kolb's (2015) experiential learning cycle provided a theoretical framework for developing the data collection tools. Data included (a) two individual 60-90-minute interviews with each teaching artist, (b) one 60-90-minute classroom observation for each teaching artist, (c) one after post-observation debriefing, and (d) one individual 60-90-minute interview with the artistic director and theater department head. The artistic director and department head were informants for the case study and provided context on the research site and educational practices of the school. Analysis led to themes of mentoring, student relationships, identity, and the influences of art on teaching. Three chapters are presented as theatrical production with the teaching artists being the main characters and the author as narrator: (a) a story of the past including the theme of mentoring experiences; (b) the story of the present experiences including themes of identity, student relationships, and the influence of teaching on artistry; (c) advice for future teaching artists, what they wished they had known before becoming educators, and their biggest sources of pride being a teaching artist. The summary and conclusion chapter offers suggestions for future policy implication and research including prioritizing the working conditions for teaching artists and studying teaching artists experiences in larger scale designs. Finally, a sample for a teaching artist course is provided.

ISBN: 9798382739892Subjects--Topical Terms:

522973
Theater.
Subjects--Index Terms:

Teaching artists

The Learning Experiences of Musical Theatre Teaching Artists in a Performing Arts High School.
LDR:02818nmm a2200385 4500 001 2403183
005 20241104085631.5
006 m o d
007 cr#unu||||||||
008 251215s2024 ||||||||||||||||| ||eng d
020 $a 9798382739892
035 $a (MiAaPQ)AAI31349043
035 $a (MiAaPQ)umichrackham005431
035 $a AAI31349043
040 $a MiAaPQ $c MiAaPQ
100 1 $a Smith Inendino, Sarah A. $3 3773447
245 1 0 $a The Learning Experiences of Musical Theatre Teaching Artists in a Performing Arts High School.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 180 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
500 $a Advisor: Conway, Colleen M.
502 $a Thesis (Ph.D.)--University of Michigan, 2024.
520 $a This study examines the learning experiences of four teaching artists (musical theatre) working in one school setting through a single case study design. Kolb's (2015) experiential learning cycle provided a theoretical framework for developing the data collection tools. Data included (a) two individual 60-90-minute interviews with each teaching artist, (b) one 60-90-minute classroom observation for each teaching artist, (c) one after post-observation debriefing, and (d) one individual 60-90-minute interview with the artistic director and theater department head. The artistic director and department head were informants for the case study and provided context on the research site and educational practices of the school. Analysis led to themes of mentoring, student relationships, identity, and the influences of art on teaching. Three chapters are presented as theatrical production with the teaching artists being the main characters and the author as narrator: (a) a story of the past including the theme of mentoring experiences; (b) the story of the present experiences including themes of identity, student relationships, and the influence of teaching on artistry; (c) advice for future teaching artists, what they wished they had known before becoming educators, and their biggest sources of pride being a teaching artist. The summary and conclusion chapter offers suggestions for future policy implication and research including prioritizing the working conditions for teaching artists and studying teaching artists experiences in larger scale designs. Finally, a sample for a teaching artist course is provided.
590 $a School code: 0127.
650 4 $a Theater. $3 522973
650 4 $a Music education. $3 3168367
650 4 $a Art education. $3 547650
653 $a Teaching artists
653 $a Teaching artistry
653 $a Musical theatre
653 $a Musical theatre education
690 $a 0522
690 $a 0465
690 $a 0273
710 2 $a University of Michigan. $b Music: Music Education. $3 3345927
773 0 $t Dissertations Abstracts International $g 85-12A.
790 $a 0127
791 $a Ph.D.
792 $a 2024
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31349043